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North Carolina Community College System Planning & Research Section July 2002 2002 CRITICAL SUCCESS FACTORS FOR THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Thirteenth Annual Report NC Community College System • Caswell Building • 200 W. Jones Street • Raleigh, NC 27603- 1379 Telephone: 919/ 733- 7051 • Fax: 919/ 733- 0680 2002 CRITICAL SUCCESS FACTORS FOR THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Thirteenth Annual Report Planning & Research Keith Brown Associate Vice President Terry Shelwood, Associate Director Institutional Assessment Dr. Larry Gracie, Associate Director Institutional Effectiveness Dr. So- Young Yim Coordinator, Research Projects Brenda Splawn Research Technician Vivian Barrett Office Assistant North Carolina Community College System Published by July 2002 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 for 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......................... 31 Measure H: Satisfaction of Program Completers and Non- Completers ................................................................. 33 Measure I: Curriclum Student Retention and Graduation........................................................................................ 35 Measure J: Employer Satisfaction With Graduates................................................................................................... 37 Measure K: Client Satisfaction With Customized Training..................................................................................... 39 Measure L: Program Unduplicated Headcount Enrollment ..................................................................................... 41 SUMMARY OF CORE INDICATORS OF SUCCESS................................................................................................ 43 EVALUATION OF PROGRESS....................................................................................................................... ............. 47 FACTOR II: WORKFORCE DEVELOPMENT........................................................................................................ 49 Measure A: Percentage of High Demand Occupations Encompassed by Training Programs .......................... 50 Measure B: Percentage of Employers Satisfied With NCCCS Training Programs ............................................... 51 Measure C: Percentage of College Tech Prep Students Enrolling in a Community College............................... 52 Measure D: Number of Employers and Trainees Served by NEIT, FIT, Small Business Centers, and Customized Training ............................................................................................................................... ............... 54 iv FACTOR III: DIVERSE POPULATIONS LEARNING NEEDS............................................................................. 57 Measure A: Number and Percentage of Dropouts Annually Served by Basic Skills Programs ........................ 58 Measure B: Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts Statewide ............................................................................................................................... .......................................... 60 Measure C: Percentage of Basic Skills Students and Recent High School Graduates Enrolling in a Community College........................................................................................................................ ................................ 62 Measure D: Unduplicated Headcount in English as a Second Language............................................................. 63 Measure E: Number of Under- Represented Students Enrolled Per Category....................................................... 65 Measure F: Percentage of Students Receiving Financial Aid and Amount of Aid Compared With Cost of Attendance..................................................................................................................... ................................... 66 Measure G: Percentage of the Adult Population in Service Area Enrolled........................................................... 68 FACTOR IV: RESOURCES...................................................................................................................... .................. 71 Measure A: Percentage of College Libraries Meeting the ALA Standards.......................................................... 72 Measure B: Total Dollar Amount of Budget Transfers Between Program Areas Made by Community Colleges ............................................................................................................................... ....................... 74 Measure C: Average Nine- Month Faculty Salaries as a Percentage of the SREB Average............................... 75 Measure D: Retention Rate for Full- Time Faculty With Less than Five Years of Experience............................ 77 Measure E: Number of Faculty and Staff Participating in Professional Development Activities ...................... 78 Measure F: Percentage of Facilities Meeting the “ Satisfactory” Building Condition......................................... 80 Measure G: Ratio of Occupational Extension FTE Dollar Allotment to Curriculum FTE Dollar Allotment...................................................................................................................... ................................................... 81 FACTOR V: TECHNOLOGY..................................................................................................................... ................ 83 Measure A: Number of Colleges Participating in the NC Virtual Learning Community...................................... 84 Measure B: Number of Colleges Connected to the North Carolina Information Highway................................. 85 Measure C: Number of Colleges Possessing the FCC License for Wireless Cable Systems ............................. 86 Measure D: Number of Courses and Programs Offered Via Telecourse, Wireless Cable, the Internet, Two- Way Video, etc............................................................................................................................ .......................... 87 Measure E: Number of Courses Offered Through the NC Virtual Learning Community .................................... 88 Measure F: Enrollment in Courses Offered Through the NC Virtual Learning Community................................ 89 CRITICAL SUCCESS FACTORS FOR THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Thirteenth 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 thirteenth annual report on the critical success factors is the result of a process undertaken 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, 2001- 2002 Factor I: Core Indicators of Student Success A. Progress of basic skills students B. Passing rates on licensure & certification exams C. Goal completion for program completers 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 retention and graduation J. Employer satisfaction with graduates K. Client satisfacton with customized training L. Program unduplicated headcount enrollment Factor II: Workforce Development A. Percentage of high demand occupations encompassed by training progrms B. Percentage of employers satisfied with NCCCS training programs C. Percentage of Tech Prep students enrolling in a community college D. Number of employers & trainees served by: NEIT, FIT, Small Business Centers, customized training Factor III: Diverse Populations Learning Needs A. Number and percentage of dropouts annually served by basic skills programs B. Number of GEDS and AHSDs awarded compared to the number of dropouts statewide C. Percentage of basic skills students and recent high school graduates enrolling in a community college D. Unduplicated headcount in English as a Second Language ( ESL) E. Number of under- represented students enrolled per category F. Percentage of students receiving financial aid and amount of aid compared with cost of attendance G. Percentage of population in service area enrolled Factor IV: Resources A. Percentage of college libraries meeting ALA standards B. Total dollar amount of budget transfers between program areas made by community colleges C. Average faculty salaries as a percentage of the SREB average D. Retention rate for full- time faculty with less than five years of experience E. Number of faculty and staff participting in professional development activities F. Percentage of facilities meeting satisfactory building condition G. Ratio of occupational extension FTE dollar allotment to curriculum FTE dollar allotment Factor V: Technology A. Number of colleges participating in the NC virtual learning community B. Number of colleges connected to the North Carolina Information Highway C. Number of colleges possessing the FCC license for wireless cable systems D. Number of courses and programs offered via telecourse, wireless cable, the Internet, two- way video, etc. E. Number of courses offered through the NC virtual learning community F. Enrollment in courses offered through the NC virtual learning community 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 for 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 Retention and Graduation J. Employer Satisfaction With Graduates 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 IS section, 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 2000- 01, 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 64 percent to a high of 94 percent, with the largest range occurring within the category of “ progressing same level.” Four ( 4) colleges that did not meet the standard last year showed a significant improvement in their performance this year even though they did not meet the standard. SYSTEM SUMMARY OF PERCENTAGES IN PROGRESS OF BASIC SKILLS STUDENTS YEAR EXIT, NON-COMPLETER PROGRESSING SAME LEVEL COMPLETED LEVEL OR GOAL ADVANCED NEXT LEVEL COMPOSITE MEASURE ADJUSTED COMPOSITE MEASURE 1997- 98 24% 30% 35% 11% NA NA 1998- 99 24% 26% 37% 13% 76% 78% 1999- 00 21% 23% 43% 13% 79% 79% 2000- 01 22% 50% 11% 17% 78% NA PROGRESS OF BASIC SKILLS STUDENTS, 2000- 2001 COLLEGE TOTAL FTE TOTAL SERVED IN LITERACY COMPLETED A LEVEL PROGRESSING SAME LEVEL EXIT NON-COMPLETERS MOVED TO A HIGHER LEVEL COMPOSITE PROGRESS MEASURE Alamance CC 2,613 3,197 15% 71% 7% 7% 93% Asheville- Buncombe TCC 4,529 4,417 8% 48% 25% 19% 75% Beaufort County CC 1,662 1,361 7% 53% 24% 17% 76% Bladen CC 1,008 970 6% 65% 9% 21% 91% Blue Ridge CC 2,020 1,291 15% 37% 14% 34% 86% Brunswick CC 1,106 848 12% 44% 27% 17% 73% Caldwell CC & TI 3,101 3,015 15% 49% 21% 15% 79% Cape Fear CC 4,952 2,705 14% 41% 25% 20% 75% Carteret CC 1,513 884 17% 46% 18% 19% 82% Catawba Valley CC 3,393 4,118 10% 59% 22% 10% 78% Central Carolina CC 4,442 5,182 13% 47% 27% 12% 73% Central Piedmont CC 10,950 11,277 14% 47% 24% 16% 76% Cleveland CC 1,895 800 17% 64% 8% 11% 92% Coastal Carolina CC 3,992 5,835 16% 53% 17% 14% 83% College of The Albemarle 2,015 2,714 19% 55% 18% 8% 82% Craven CC 2,206 1,414 11% 61% 14% 14% 86% Davidson County CC 2,600 3,088 9% 43% 14% 34% 86% Durham TCC 3,544 4,391 9% 40% 34% 16% 66% Edgecombe CC 1,893 2,283 12% 60% 19% 9% 81% Fayetteville TCC 8,248 6,507 6% 60% 20% 14% 80% Forsyth TCC 5,152 5,897 8% 48% 20% 25% 80% Gaston College 3,623 4,007 13% 35% 35% 17% 65% Guilford TCC 6,996 8,424 9% 58% 27% 7% 73% Halifax CC 1,430 1,457 7% 53% 9% 32% 91% Haywood CC 1,549 1,134 4% 54% 16% 26% 84% Isothermal CC 1,962 1,737 8% 57% 19% 16% 81% James Sprunt CC 1,244 910 10% 50% 7% 32% 93% Johnston CC 2,992 1,987 10% 56% 32% 2% 68% Lenoir CC 2,474 2,476 11% 53% 23% 13% 77% Martin CC 923 1,059 11% 66% 9% 15% 91% Mayland CC 1,211 1,191 21% 30% 18% 30% 82% McDowell TCC 1,158 954 10% 47% 22% 20% 78% Mitchell CC 1,870 1,219 14% 38% 11% 37% 89% Montgomery CC 662 665 5% 54% 33% 8% 67% Nash CC 2,066 1,889 12% 58% 20% 10% 80% Pamlico CC 416 379 7% 49% 22% 22% 78% Piedmont CC 1,770 2,120 7% 59% 19% 14% 81% Pitt CC 4,463 2,700 10% 58% 25% 7% 75% Randolph CC 2,042 2,098 3% 73% 7% 17% 93% Richmond CC 1,830 3,372 7% 47% 17% 29% 83% Roanoke- Chowan CC 942 761 12% 49% 22% 17% 78% Robeson CC 2,794 2,041 14% 46% 22% 18% 78% Rockingham CC 1,904 1,668 10% 49% 23% 18% 77% Rowan- Cabarrus CC 3,742 3,356 14% 38% 36% 12% 64% Sampson CC 1,426 1,196 9% 38% 30% 23% 70% Sandhills CC 3,195 2,238 8% 53% 21% 18% 79% South Piedmont CC 1,652 2,482 18% 29% 24% 29% 76% Southeastern CC 2,242 1,519 10% 49% 24% 17% 76% Southwestern CC 1,977 1,617 11% 45% 21% 23% 79% Stanly CC 1,516 1,434 22% 47% 25% 7% 75% Surry CC 2,903 2,206 12% 41% 27% 21% 73% Tri- County CC 1,104 489 15% 46% 7% 32% 93% Vance- Granville CC 3,630 3,848 15% 38% 25% 21% 75% Wake TCC 8,550 9,434 8% 45% 31% 16% 69% Wayne CC 3,149 3,308 20% 45% 6% 29% 94% Western Piedmont CC 2,380 3,460 11% 52% 18% 19% 82% Wilkes CC 2,370 2,158 9% 60% 18% 13% 82% Wilson TCC 1,757 1,884 8% 43% 34% 15% 66% System Totals 160,747 157,071 11% 50% 22% 17% 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 2000- 2001, 45 community colleges met or exceeded the aggregate institutional passing rate of 80 percent, and 26 community colleges met the minimum accepted performance level of 70 percent on all reported licensure examinations. Twenty- six ( 26) community colleges met both standards and thus met the overall requirement for the measure “ passing rates on licensure and certification examinations.” Five ( 5) colleges that did not meet the standard this year demonstrated significant improvement over last year's reported performance. * Data were not available for Insurance and Real Estate. 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 46 96 Airframe 1 41 93 Power Plant 42 100 Basic Law Enforcement Trng. 1,374 81 Cosmetic Arts Apprentice 394 92 Cosmetology 381 77 Cosmetology Teacher 6 100 Manicurist Esthetics 275 91 87 79 Dental Hygiene 170 98 Emergency Medical Technician ( EMT) EMT 2,493 80 EMT- D 918 94 EMT- I 679 74 EMT- P 378 90 EMD 55 91 Insurance Life and Health Data not available Property and Liability Data not available Medicaid/ Medicare Supp. Data not available Nursing RN 1,386 87 PN 708 93 Opticianry 4 50 Physical Therapist Assistant 107 82 Radiologic Technology Nuclear Medicine Technology 8 100 Radiation Therapy Technology 8 75 Radiography 218 95 Real Estate Broker Data not available Sales Data not available Veterinary Medical Technology 49 86 AGGREGATE INSTITUTIONAL PASSING RATE AND NUMBER OF EXAMS WITH A PASSING RATE < 70% COLLEGE TOTAL FTE TOTAL NUMBER OF TEST TAKERS TOTAL NUMBER PASSING AGGREGATE INSTITUTIONAL PASSING RATE NUMBER OF EXAMS WITH A PASSING RATE < 70% Alamance CC 2,613 166 140 84% 1 Asheville- Buncombe TCC 4,529 280 272 97% 1 Beaufort County CC 1,662 93 67 72% 1 Bladen CC 1,008 61 52 85% 0 Blue Ridge CC 2,020 179 154 86% 0 Brunswick CC 1,106 131 93 71% 3 Caldwell CC & TI 3,101 206 183 89% 0 Cape Fear CC 4,952 268 245 91% 0 Carteret CC 1,513 120 105 88% 2 Catawba Valley CC 3,393 150 134 89% 0 Central Carolina CC 4,442 303 235 78% 4 Central Piedmont CC 10,950 366 342 93% 0 Cleveland CC 1,895 123 106 86% 1 Coastal Carolina CC 3,992 214 196 92% 0 College of The Albemarle 2,015 209 188 90% 0 Craven CC 2,206 177 153 86% 0 Davidson County CC 2,600 266 214 81% 2 Durham TCC 3,544 228 188 83% 0 Edgecombe CC 1,893 53 38 72% 1 Fayetteville TCC 8,248 246 226 92% 0 Forsyth TCC 5,152 302 276 91% 0 Gaston College 3,623 280 245 88% 0 Guilford TCC 6,996 525 475 91% 1 Halifax CC 1,430 47 36 77% 1 Haywood CC 1,549 112 91 81% 2 Isothermal CC 1,962 121 90 74% 1 James Sprunt CC 1,244 111 90 81% 1 Johnston CC 2,992 181 151 83% 2 Lenoir CC 2,474 186 155 83% 1 Martin CC 923 68 50 74% 2 Mayland CC 1,211 92 79 86% 0 McDowell TCC 1,158 87 66 76% 1 Mitchell CC 1,870 147 130 88% 0 Montgomery CC 662 51 40 78% 1 Nash CC 2,066 123 102 83% 1 Pamlico CC 416 17 14 82% 0 Piedmont CC 1,770 35 32 91% 0 Pitt CC 4,463 205 164 80% 1 Randolph CC 2,042 114 90 79% 1 Richmond CC 1,830 39 34 87% 0 Roanoke- Chowan CC 942 51 35 69% 1 Robeson CC 2,794 194 134 69% 2 Rockingham CC 1,904 140 114 81% 1 Rowan- Cabarrus CC 3,742 313 258 82% 2 Sampson CC 1,426 158 140 89% 0 Sandhills CC 3,195 238 224 95% 0 South Piedmont CC 1,652 125 108 86% 0 Southeastern CC 2,242 180 165 92% 0 Southwestern CC 1,977 152 126 83% 1 Stanly CC 1,516 159 128 81% 1 Surry CC 2,903 192 170 89% 0 Tri- County CC 1,104 104 87 84% 0 Vance- Granville CC 3,630 193 164 85% 1 Wake TCC 8,550 326 282 87% 1 Wayne CC 3,149 199 175 88% 0 Western Piedmont CC 2,380 129 115 89% 1 Wilkes CC 2,370 97 83 86% 0 Wilson TCC 1,757 81 59 73% 1 System Totals 160,747 9,713 8,308 86% 10 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 -- AVIATION-- FIRST- TIME TEST TAKERS GENERAL AIRFRAME POWER PLANT # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 Cape Fear CC 4,952 Carteret CC 1,513 Catawba Valley CC 3,393 Central Carolina CC 4,442 Central Piedmont CC 10,950 Cleveland CC 1,895 Coastal Carolina CC 3,992 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 Edgecombe CC 1,893 Fayetteville TCC 8,248 Forsyth TCC 5,152 Gaston College 3,623 Guilford TCC 6,996 33 94 33 91 35 100 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 Lenoir CC 2,474 Martin CC 923 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 Sampson CC 1,426 Sandhills CC 3,195 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 Stanly CC 1,516 Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 Wake TCC 8,550 Wayne CC 3,149 13 100 * * * * Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 46 96 41 93 42 100 COLLEGE TOTAL FTE * Number of test takers too small to report without violating students' privacy. 11 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 -- BASIC LAW ENFORCEMENT TRAINING-- FIRST- TIME TEST TAKERS BLET # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 55 46 Beaufort County CC 1,662 24 38 Bladen CC 1,008 * * Blue Ridge CC 2,020 29 83 Brunswick CC 1,106 26 65 Caldwell CC & TI 3,101 21 76 Cape Fear CC 4,952 57 84 Carteret CC 1,513 10 60 Catawba Valley CC 3,393 21 91 Central Carolina CC 4,442 38 55 Central Piedmont CC 10,950 27 100 Cleveland CC 1,895 15 100 Coastal Carolina CC 3,992 28 86 College of The Albemarle 2,015 27 78 Craven CC 2,206 30 87 Davidson County CC 2,600 56 89 Durham TCC 3,544 16 94 Edgecombe CC 1,893 Fayetteville TCC 8,248 44 90 Forsyth TCC 5,152 20 90 Gaston College 3,623 47 94 Guilford TCC 6,996 28 100 Halifax CC 1,430 15 60 Haywood CC 1,549 Isothermal CC 1,962 24 71 James Sprunt CC 1,244 * * Johnston CC 2,992 25 52 Lenoir CC 2,474 37 87 Martin CC 923 12 83 Mayland CC 1,211 15 93 McDowell TCC 1,158 * * Mitchell CC 1,870 26 92 Montgomery CC 662 * * Nash CC 2,066 19 79 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 44 91 Randolph CC 2,042 26 73 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 25 84 Rockingham CC 1,904 20 95 Rowan- Cabarrus CC 3,742 37 70 Sampson CC 1,426 27 100 Sandhills CC 3,195 56 96 South Piedmont CC 1,652 32 94 Southeastern CC 2,242 * * Southwestern CC 1,977 20 95 Stanly CC 1,516 34 47 Surry CC 2,903 38 92 Tri- County CC 1,104 Vance- Granville CC 3,630 36 86 Wake TCC 8,550 53 74 Wayne CC 3,149 31 81 Western Piedmont CC 2,380 26 96 Wilkes CC 2,370 17 82 Wilson TCC 1,757 27 93 System Totals 160,747 1,374 81 COLLEGE TOTAL FTE * Number of test takers too small to report without violating students' privacy. 12 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 -- COSMETIC ARTS-- FIRST- TIME TEST TAKERS # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 34 97 * * Asheville- Buncombe TCC 4,529 Beaufort County CC 1,662 * * * * * * Bladen CC 1,008 * * Blue Ridge CC 2,020 21 100 * * 13 77 10 100 Brunswick CC 1,106 * * Caldwell CC & TI 3,101 * * * * 15 93 Cape Fear CC 4,952 14 100 * * 22 96 Carteret CC 1,513 * * 12 67 * * Catawba Valley CC 3,393 Central Carolina CC 4,442 35 97 11 64 27 56 30 77 Central Piedmont CC 10,950 Cleveland CC 1,895 10 80 * * Coastal Carolina CC 3,992 23 78 * * * * College of The Albemarle 2,015 * * * * Craven CC 2,206 21 81 * * 13 100 Davidson County CC 2,600 * * 24 96 13 100 * * Durham TCC 3,544 Edgecombe CC 1,893 * * 15 60 * * Fayetteville TCC 8,248 Forsyth TCC 5,152 Gaston College 3,623 Guilford TCC 6,996 17 88 10 90 * * * * Halifax CC 1,430 * * * * Haywood CC 1,549 13 92 * * 19 79 * * Isothermal CC 1,962 * * * * * * * * James Sprunt CC 1,244 * * * * * * * * Johnston CC 2,992 35 86 * * 10 100 13 46 Lenoir CC 2,474 11 82 11 64 22 91 Martin CC 923 * * Mayland CC 1,211 * * * * * * McDowell TCC 1,158 * * * * * * * * Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 * * * * 11 82 Pamlico CC 416 Piedmont CC 1,770 * * * * Pitt CC 4,463 28 75 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 * * Robeson CC 2,794 * * 16 69 * * Rockingham CC 1,904 12 100 Rowan- Cabarrus CC 3,742 10 100 13 62 15 93 Sampson CC 1,426 16 100 * * * * * * Sandhills CC 3,195 13 92 15 87 10 100 South Piedmont CC 1,652 Southeastern CC 2,242 24 96 * * * * * * Southwestern CC 1,977 14 100 Stanly CC 1,516 14 100 * * 12 100 * * Surry CC 2,903 16 100 * * Tri- County CC 1,104 * * 10 80 * * Vance- Granville CC 3,630 20 80 26 65 * * Wake TCC 8,550 Wayne CC 3,149 Western Piedmont CC 2,380 Wilkes CC 2,370 * * 19 74 * * * * Wilson TCC 1,757 System Totals 160,747 394 92 381 77 6 100 275 87 91 79 COLLEGE TOTAL APPRENTICE COSMETOLOGY COS. TEACHER MANICURIST ESTHETICS FTE * Number of test takers too small to report without violating students' privacy. 13 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 DENTAL HYGIENE-- PHYSICAL THERAPIST ASSISTANT FIRST- TIME TEST TAKERS DENTAL HYGIENE PHY. THERAPIST ASST. # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 18 100 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 * * Cape Fear CC 4,952 12 100 Carteret CC 1,513 Catawba Valley CC 3,393 15 87 Central Carolina CC 4,442 Central Piedmont CC 10,950 35 97 18 83 Cleveland CC 1,895 Coastal Carolina CC 3,992 13 100 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 Edgecombe CC 1,893 Fayetteville TCC 8,248 19 100 * * Forsyth TCC 5,152 Gaston College 3,623 Guilford TCC 6,996 35 97 11 64 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 Lenoir CC 2,474 Martin CC 923 39 80 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 11 100 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 Sampson CC 1,426 Sandhills CC 3,195 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 * * Stanly CC 1,516 * * Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 Wake TCC 8,550 Wayne CC 3,149 23 100 Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 170 98 107 82 COLLEGE TOTAL FTE * Number of test takers too small to report without violating students' privacy. 14 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2001 -- EMERGENCY MEDICAL TECHNICIAN ( EMT)-- FIRST- TIME TEST TAKERS EMT EMT- D EMT- I EMT- P EMD # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 35 69 13 100 15 73 18 78 Asheville- Buncombe TCC 4,529 57 95 25 96 16 81 * * * * Beaufort County CC 1,662 29 76 13 77 Bladen CC 1,008 17 71 * * * * Blue Ridge CC 2,020 41 81 27 100 * * Brunswick CC 1,106 32 66 29 52 15 100 Caldwell CC & TI 3,101 46 89 15 93 * * 10 80 Cape Fear CC 4,952 36 89 36 89 26 89 14 100 Carteret CC 1,513 28 96 15 73 18 100 Catawba Valley CC 3,393 45 80 37 100 * * * * Central Carolina CC 4,442 57 86 10 90 22 41 Central Piedmont CC 10,950 101 90 130 99 14 93 Cleveland CC 1,895 29 79 16 69 12 92 Coastal Carolina CC 3,992 81 98 17 82 * * College of The Albemarle 2,015 47 70 * * Craven CC 2,206 39 80 * * 15 87 * * Davidson County CC 2,600 86 64 25 64 * * Durham TCC 3,544 146 81 Edgecombe CC 1,893 * * * * Fayetteville TCC 8,248 36 94 32 94 20 90 * * Forsyth TCC 5,152 95 89 76 93 * * Gaston College 3,623 70 73 73 97 * * 16 75 Guilford TCC 6,996 189 86 80 95 11 73 * * Halifax CC 1,430 19 84 * * Haywood CC 1,549 16 69 19 58 * * 14 93 Isothermal CC 1,962 39 56 * * * * * * James Sprunt CC 1,244 24 63 * * * * Johnston CC 2,992 * * 25 92 12 83 * * Lenoir CC 2,474 39 85 25 76 13 85 Martin CC 923 19 47 21 91 * * Mayland CC 1,211 21 81 * * McDowell TCC 1,158 24 83 17 35 Mitchell CC 1,870 64 84 * * 13 100 Montgomery CC 662 17 59 * * * * Nash CC 2,066 37 68 12 92 * * 15 100 Pamlico CC 416 * * * * Piedmont CC 1,770 * * * * Pitt CC 4,463 25 76 17 77 Randolph CC 2,042 35 74 * * 14 57 * * Richmond CC 1,830 * * Roanoke- Chowan CC 942 10 60 * * Robeson CC 2,794 41 76 24 92 14 93 * * Rockingham CC 1,904 31 74 15 100 * * 23 61 Rowan- Cabarrus CC 3,742 109 80 20 100 22 68 24 100 Sampson CC 1,426 11 82 40 75 * * Sandhills CC 3,195 31 84 23 96 10 100 16 94 South Piedmont CC 1,652 44 91 22 77 17 77 * * Southeastern CC 2,242 31 90 50 94 12 100 * * Southwestern CC 1,977 58 66 14 86 * * Stanly CC 1,516 22 82 * * 13 69 Surry CC 2,903 54 76 * * 10 100 Tri- County CC 1,104 34 77 19 84 12 100 * * Vance- Granville CC 3,630 24 83 15 93 14 100 Wake TCC 8,550 102 91 42 95 52 67 12 92 Wayne CC 3,149 61 74 15 93 * * Western Piedmont CC 2,380 19 79 11 100 10 60 25 96 Wilkes CC 2,370 17 100 * * * * Wilson TCC 1,757 42 64 * * * * System Totals 160,747 2,493 80 918 94 679 74 378 90 55 91 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. 15 16 Insurance licensing/ certification examination data are not available for 2001. PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2001 -- NURSING-- FIRST- TIME TEST TAKERS PRACTICAL NURSING REGISTERED NURSING # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 27 89 21 90 Asheville- Buncombe TCC 4,529 30 97 58 91 Beaufort County CC 1,662 * * 21 86 Bladen CC 1,008 22 95 Blue Ridge CC 2,020 27 74 Brunswick CC 1,106 23 87 Caldwell CC & TI 3,101 27 100 27 96 Cape Fear CC 4,952 13 92 28 100 Carteret CC 1,513 14 93 Catawba Valley CC 3,393 21 86 Central Carolina CC 4,442 24 100 15 100 Central Piedmont CC 10,950 41 80 Cleveland CC 1,895 * * 25 92 Coastal Carolina CC 3,992 12 100 25 92 College of The Albemarle 2,015 20 80 29 86 Craven CC 2,206 13 92 28 89 Davidson County CC 2,600 11 100 33 97 Durham TCC 3,544 33 88 29 83 Edgecombe CC 1,893 Fayetteville TCC 8,248 22 77 50 94 Forsyth TCC 5,152 22 100 64 86 Gaston College 3,623 19 100 36 89 Guilford TCC 6,996 * * 43 86 Halifax CC 1,430 Haywood CC 1,549 * * 12 92 Isothermal CC 1,962 22 86 James Sprunt CC 1,244 15 80 32 75 Johnston CC 2,992 11 100 21 100 Lenoir CC 2,474 10 100 18 78 Martin CC 923 Mayland CC 1,211 17 94 24 75 McDowell TCC 1,158 21 76 Mitchell CC 1,870 38 89 Montgomery CC 662 21 86 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 * * 10 100 Pitt CC 4,463 20 100 46 67 Randolph CC 2,042 26 92 Richmond CC 1,830 30 97 Roanoke- Chowan CC 942 12 100 12 75 Robeson CC 2,794 25 92 30 67 Rockingham CC 1,904 13 92 19 89 Rowan- Cabarrus CC 3,742 29 97 54 70 Sampson CC 1,426 19 100 28 93 Sandhills CC 3,195 16 94 37 100 South Piedmont CC 1,652 * * Southeastern CC 2,242 10 100 29 86 Southwestern CC 1,977 11 100 * * Stanly CC 1,516 11 100 26 93 Surry CC 2,903 25 96 36 94 Tri- County CC 1,104 * * 12 75 Vance- Granville CC 3,630 10 90 30 90 Wake TCC 8,550 44 98 Wayne CC 3,149 13 92 26 100 Western Piedmont CC 2,380 38 89 Wilkes CC 2,370 22 86 Wilson TCC 1,757 Foothills Nursing Consortium 25 92 NEWH Nursing Consortium * * 57 84 Region A Nursing Consortium** 23 100 31 87 System Totals 160,747 708 93 1,386 87 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. ** Region A Nursing Consortium includes Haywood CC, Southwestern CC, and Tri- County CC. 17 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 OPTICIANRY-- VETERINARY MEDICAL TECHNOLOGY FIRST- TIME TEST TAKERS OPTICIANRY VET. MED. TECH. # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 Cape Fear CC 4,952 Carteret CC 1,513 Catawba Valley CC 3,393 Central Carolina CC 4,442 34 85 Central Piedmont CC 10,950 Cleveland CC 1,895 Coastal Carolina CC 3,992 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 * * Edgecombe CC 1,893 Fayetteville TCC 8,248 Forsyth TCC 5,152 Gaston College 3,623 15 87 Guilford TCC 6,996 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 Lenoir CC 2,474 Martin CC 923 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 Sampson CC 1,426 Sandhills CC 3,195 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 Stanly CC 1,516 Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 Wake TCC 8,550 Wayne CC 3,149 Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 * * 49 86 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. 18 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 RADIOGRAPHY-- NUCLEAR MEDICINE TECHNOLOGY-- RADIATION THERAPY TECHNOLOGY FIRST- TIME TEST TAKERS RADIOGRAPHY NUC. MED. TECH. RAD. THER. TECH. # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 11 100 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 10 80 * * Cape Fear CC 4,952 * * Carteret CC 1,513 13 92 Catawba Valley CC 3,393 Central Carolina CC 4,442 Central Piedmont CC 10,950 Cleveland CC 1,895 * * Coastal Carolina CC 3,992 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 Edgecombe CC 1,893 17 100 Fayetteville TCC 8,248 13 100 Forsyth TCC 5,152 29 100 * * * * Gaston College 3,623 Guilford TCC 6,996 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 16 100 Lenoir CC 2,474 Martin CC 923 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 18 83 * * * * Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 17 82 Sampson CC 1,426 Sandhills CC 3,195 11 100 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 14 93 Stanly CC 1,516 Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 10 100 Wake TCC 8,550 21 100 Wayne CC 3,149 Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 218 95 8 100 8 75 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. 19 20 Real Estate licensing/ certification examination data are not available for 2000- 2001. 21 CORE INDICATORS OF SUCCESS MEASURE C: Goal Completion for 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. Performance Standard C The performance standard for percent of completers who achieve their goal is 95 percent. This measure is a required performance funding measure. Results C For 2000- 2001, 57 community colleges met the performance standard. One ( 1) college made significant improvement, although it did not meet the performance standard. The system average was 99 percent. PERCENT OF COMPLETERS WHO REPORT MEETING THEIR GOAL FOR ATTENDING A COMMUNITY COLLEGE, 2000- 2001 COLLEGE TOTAL FTE NUMBER OF RESPONSES PERCENT COMPLETED GOAL Alamance CC 2,613 241 100 Asheville- Buncombe TCC 4,529 294 100 Beaufort County CC 1,662 121 100 Bladen CC 1,008 67 100 Blue Ridge CC 2,020 149 99 Brunswick CC 1,106 74 100 Caldwell CC & TI 3,101 366 99 Cape Fear CC 4,952 739 98 Carteret CC 1,513 88 99 Catawba Valley CC 3,393 366 95 Central Carolina CC 4,442 360 99 Central Piedmont CC 10,950 364 99 Cleveland CC 1,895 162 100 Coastal Carolina CC 3,992 435 99 College of The Albemarle 2,015 195 98 Craven CC 2,206 119 98 Davidson County CC 2,600 172 98 Durham TCC 3,544 207 98 Edgecombe CC 1,893 103 100 Fayetteville TCC 8,248 693 100 Forsyth TCC 5,152 374 99 Gaston College 3,623 446 100 Guilford TCC 6,996 276 99 Halifax CC 1,430 114 100 Haywood CC 1,549 138 99 Isothermal CC 1,962 188 99 James Sprunt CC 1,244 146 100 Johnston CC 2,992 158 100 Lenoir CC 2,474 258 98 Martin CC 923 91 99 Mayland CC 1,211 113 100 McDowell TCC 1,158 117 100 Mitchell CC 1,870 132 100 Montgomery CC 662 84 100 Nash CC 2,066 103 99 Pamlico CC 416 54 93 Piedmont CC 1,770 104 100 Pitt CC 4,463 213 98 Randolph CC 2,042 262 98 Richmond CC 1,830 191 100 Roanoke- Chowan CC 942 104 95 Robeson CC 2,794 174 99 Rockingham CC 1,904 177 100 Rowan- Cabarrus CC 3,742 182 97 Sampson CC 1,426 88 99 Sandhills CC 3,195 412 99 South Piedmont CC 1,652 58 100 Southeastern CC 2,242 105 99 Southwestern CC 1,977 166 99 Stanly CC 1,516 184 99 Surry CC 2,903 283 99 Tri- County CC 1,104 89 100 Vance- Granville CC 3,630 182 99 Wake TCC 8,550 389 98 Wayne CC 3,149 296 99 Western Piedmont CC 2,380 211 100 Wilkes CC 2,370 170 99 Wilson TCC 1,757 124 100 System Totals 160,747 12,271 99 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 95 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: 24 compute the difference between the state's average annual unemployment rate and 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 95 percent. This measure is a required performance funding measure. Results C Data on 18,040 graduates for the 1999- 00 academic year were collected. The System average employment rate was 97.77 percent. All 58 community colleges met the adjusted standard for their school. PERCENT OF 1999- 00 GRADUATES EMPLOYED WITHIN ONE YEAR OF COMPLETION COLLEGE TOTAL FTE PERFORMANCE STANDARD ADJUSTED FOR LOCAL UNEMPLOYMENT* NUMBER OF GRADUATES ( minus inmates and missing students) PERCENT OF 1999- 00 GRADUATES EMPLOYED WITHIN ONE YEAR OF GRADUATING Alamance CC 2,613 95 618 97.25 Asheville- Buncombe TCC 4,529 96 430 97.44 Beaufort County CC 1,662 93 176 98.30 Bladen CC 1,008 94 72 95.83 Blue Ridge CC 2,020 95 159 98.11 Brunswick CC 1,106 94 136 98.53 Caldwell CC & TI 3,101 96 392 98.98 Cape Fear CC 4,952 94 572 97.73 Carteret CC 1,513 95 179 98.32 Catawba Valley CC 3,393 96 311 97.75 Central Carolina CC 4,442 95 605 96.69 Central Piedmont CC 10,950 96 661 98.49 Cleveland CC 1,895 94 290 97.93 Coastal Carolina CC 3,992 95 439 96.36 College of The Albemarle 2,015 94 246 98.37 Craven CC 2,206 95 325 96.92 Davidson County CC 2,600 95 405 98.52 Durham TCC 3,544 96 340 99.12 Edgecombe CC 1,893 92 124 99.19 Fayetteville TCC 8,248 95 686 98.40 Forsyth TCC 5,152 96 599 98.50 Gaston College 3,623 95 467 96.15 Guilford TCC 6,996 95 583 98.11 Halifax CC 1,430 93 184 99.46 Haywood CC 1,549 94 195 94.87 Isothermal CC 1,962 94 221 96.83 James Sprunt CC 1,244 93 275 97.09 Johnston CC 2,992 96 636 98.11 Lenoir CC 2,474 94 250 97.60 Martin CC 923 93 119 94.96 Mayland CC 1,211 94 122 96.72 McDowell TCC 1,158 95 130 99.23 Mitchell CC 1,870 95 235 100.00 Montgomery CC 662 95 102 96.08 Nash CC 2,066 94 161 98.76 Pamlico CC 416 95 51 98.04 Piedmont CC 1,770 95 278 99.64 Pitt CC 4,463 94 508 98.03 Randolph CC 2,042 95 245 99.18 Richmond CC 1,830 93 218 97.25 Roanoke- Chowan CC 942 94 139 98.56 Robeson CC 2,794 93 289 98.27 Rockingham CC 1,904 94 242 97.52 Rowan- Cabarrus CC 3,742 96 343 96.21 Sampson CC 1,426 94 154 98.05 Sandhills CC 3,195 95 288 97.92 South Piedmont CC 1,652 95 151 99.34 Southeastern CC 2,242 93 200 98.50 Southwestern CC 1,977 92 230 98.70 Stanly CC 1,516 95 289 98.62 Surry CC 2,903 95 507 98.03 Tri- County CC 1,104 93 97 96.91 Vance- Granville CC 3,630 94 328 95.73 Wake TCC 8,550 96 899 97.55 Wayne CC 3,149 95 286 97.55 Western Piedmont CC 2,380 95 305 97.70 Wilkes CC 2,370 94 307 95.44 Wilson TCC 1,757 93 241 96.68 System Totals 160,747 95 18,040 97.77 * Colleges must meet or exceed this adjusted standard. 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 Performance of community college transfer students will be equivalent to the performance of native UNC sophomores and juniors: 82. 9 percent of the 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 Data reported are for students who left a community college in 1998- 99. 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 at a UNC institution once the students have transferred. Data on both associate degree recipients and the students who transferred to UNC institutions with 24 or more semester hours at community colleges were reported. 27 For students who completed an AA, AS or AFA degree in 1998- 99 and transferred to a UNC institution within two years, 85.8 percent had a GPA equal to or greater than 2.0 after two semesters at a public university. For those students who completed 24 or more semester hours in community colleges and transferred to a UNC institution, 79 percent had a GPA equal to or greater than 2.0 after two semesters at a public university. When the data for both groups are combined, 80.6 percent of the transfers had a GPA equal to or greater than 2.0 after two semesters at a UNC institution. Seventeen ( 17) community colleges met the 82.9 percent performance standard, with 24 additional colleges showing significant improvement over last year's performance. PERCENT OF 1998- 99 COLLEGE TRANSFER STUDENTS WITH A GPA OF > = 2.0 AFTER TWO SEMESTERS AT A UNC INSTITUTION NUMBER PERCENT >= 2.0 NUMBER PERCENT >= 2.0 NUMBER PERCENT >= 2.0 Alamance CC 2,613 ** ** ** ** ** ** Asheville- Buncombe TCC 4,529 68 92.7% 24 95.8% 92 93.5% Beaufort County CC 1,662 18 77.8% ** ** 25 76.0% Bladen CC 1,008 ** ** 17 82.4% 17 82.4% Blue Ridge CC 2,020 37 89.2% ** ** 41 90.3% Brunswick CC 1,106 21 66.7% 11 81.8% 32 71.9% Caldwell CC & TI 3,101 108 83.3% 28 92.9% 136 85.3% Cape Fear CC 4,952 261 72.8% 89 82.0% 350 75.1% Carteret CC 1,513 16 75.0% ** ** 19 78.9% Catawba Valley CC 3,393 88 83.0% 12 66.7% 100 81.0% Central Carolina CC 4,442 44 86.4% 16 81.3% 60 85.0% Central Piedmont CC 10,950 230 78.7% 73 84.9% 303 80.2% Cleveland CC 1,895 23 73.9% ** ** 30 80.0% Coastal Carolina CC 3,992 153 84.3% 63 84.1% 216 84.2% College of The Albemarle 2,015 51 94.1% 37 97.3% 88 95.4% Craven CC 2,206 107 78.5% 30 63.3% 137 75.2% Davidson County CC 2,600 ** ** 21 71.4% 21 71.4% Durham TCC* 3,544 150 75.3% 20 100.0% 170 78.2% Edgecombe CC 1,893 14 71.4% ** ** 17 70.6% Fayetteville TCC 8,248 91 87.9% 38 89.5% 129 88.4% Forsyth TCC 5,152 88 71.6% 13 100.0% 101 75.3% Gaston College* 3,623 116 71.6% 61 75.4% 177 72.9% Guilford TCC 6,996 62 77.4% 21 85.7% 83 79.5% Halifax CC 1,430 17 70.6% ** ** 17 70.6% Haywood CC 1,549 22 77.3% 13 92.3% 35 82.9% Isothermal CC 1,962 41 85.4% 19 100.0% 60 90.0% James Sprunt CC 1,244 20 75.0% 11 63.6% 31 71.0% Johnston CC 2,992 62 74.2% 13 76.9% 75 74.7% Lenoir CC 2,474 85 81.2% 26 84.6% 111 82.0% Martin CC 923 11 81.8% ** ** 15 80.0% Mayland CC 1,211 16 87.5% ** ** 24 87.5% McDowell TCC 1,158 19 68.4% 12 83.3% 31 74.2% Mitchell CC 1,870 51 76.5% 12 100.0% 63 81.0% Montgomery CC 662 ** ** ** ** ** ** Nash CC 2,066 57 77.2% 18 94.4% 75 81.3% Pamlico CC 416 ** ** ** ** ** ** Piedmont CC 1,770 ** ** ** ** 16 93.8% Pitt CC 4,463 157 76.4% 26 88.5% 183 78.1% Randolph CC 2,042 44 84.1% ** ** 48 81.3% Richmond CC 1,830 29 69.0% ** ** 34 70.6% Roanoke- Chowan CC 942 ** ** ** ** ** ** Robeson CC 2,794 20 80.0% ** ** 20 80.0% Rockingham CC 1,904 64 76.6% 28 92.9% 92 81.6% Rowan- Cabarrus CC 3,742 60 71.7% 16 93.8% 76 76.4% Sampson CC 1,426 29 72.4% ** ** 29 72.4% Sandhills CC 3,195 114 74.6% 30 83.3% 144 76.4% South Piedmont CC 1,652 ** ** ** ** ** ** Southeastern CC 2,242 56 87.5% 17 100.0% 73 90.4% Southwestern CC 1,977 31 71.0% 11 63.6% 42 69.1% Stanly CC 1,516 19 73.7% ** ** 28 75.0% Surry CC* 2,903 127 85.0% 66 84.8% 193 85.0% Tri- County CC 1,104 20 95.0% ** ** 27 96.3% Vance- Granville CC 3,630 30 86.7% 12 91.7% 42 88.1% Wake TCC 8,550 324 82.7% 44 88.6% 368 83.4% Wayne CC 3,149 105 76.2% 23 91.3% 128 78.9% Western Piedmont CC 2,380 90 71.1% 35 85.7% 125 75.2% Wilkes CC 2,370 46 87.0% 16 93.8% 62 88.8% Wilson TCC 1,757 13 69.3% ** ** 22 81.9% System Totals 160,747 3,547 79.0% 1,099 85.8% 4,646 80.6% COLLEGE TOTAL 24 OR MORE SEMESTER HOURS ASSOCIATE DEGREE RECIPIENT TOTAL FTE * Includes data collected from private colleges and universities. 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 Eighty percent ( 80%) of the students who completed a developmental course( s) had a grade of “ C” or better. Fifty- two ( 52) colleges met the performance standard. Three ( 3) colleges improved significantly, although they did not meet the standard. PASSING RATES OF STUDENTS IN DEVELOPMENTAL COURSES, 2000- 2001 # Completed % Passed # Completed % Passed # Completed % Passed # Completed % Passed Alamance CC 2,613 381 88 661 74 1,042 79 Asheville- Buncombe TCC 4,529 343 92 910 85 259 97 1,512 89 Beaufort County CC 1,662 138 70 285 71 139 62 562 69 Bladen CC 1,008 136 84 193 87 68 90 397 86 Blue Ridge CC 2,020 262 87 609 80 93 84 964 82 Brunswick CC 1,106 211 60 421 67 632 65 Caldwell CC & TI 3,101 323 82 797 81 261 83 1,381 82 Cape Fear CC 4,952 759 90 1,376 85 2,135 87 Carteret CC 1,513 249 95 565 84 191 93 1,005 88 Catawba Valley CC 3,393 430 89 1,244 79 503 80 2,177 81 Central Carolina CC 4,442 274 66 553 81 315 40 1,142 66 Central Piedmont CC 10,950 1,790 91 2,233 87 1,116 86 5,139 88 Cleveland CC 1,895 124 94 467 90 109 95 700 91 Coastal Carolina CC 3,992 446 92 1,229 68 300 87 1,975 76 College of The Albemarle 2,015 226 94 605 93 145 90 976 93 Craven CC 2,206 378 84 870 80 124 87 1,372 82 Davidson County CC 2,600 206 90 643 72 209 85 1,058 78 Durham TCC 3,544 772 84 1,327 67 704 68 2,803 72 Edgecombe CC 1,893 483 83 396 70 879 77 Fayetteville TCC 8,248 995 82 3,148 77 307 84 4,450 79 Forsyth TCC 5,152 424 90 976 86 432 90 1,832 88 Gaston College 3,623 434 78 1,139 80 337 83 1,910 80 Guilford TCC 6,996 440 85 1,454 77 255 91 2,149 80 Halifax CC 1,430 217 75 322 59 28 64 567 65 Haywood CC 1,549 116 88 444 76 53 83 613 79 Isothermal CC 1,962 172 83 787 85 82 85 1,041 85 James Sprunt CC 1,244 189 75 283 67 123 88 595 74 Johnston CC 2,992 201 91 460 78 153 89 814 83 Lenoir CC 2,474 257 93 607 80 276 95 1,140 87 Martin CC 923 121 77 247 80 82 85 450 80 Mayland CC 1,211 78 78 191 72 88 72 357 73 McDowell TCC 1,158 115 93 321 89 112 95 548 91 Mitchell CC 1,870 353 72 574 81 274 84 1,201 79 Montgomery CC 662 76 83 156 69 29 93 261 76 Nash CC 2,066 505 88 718 66 243 85 1,466 77 Pamlico CC 416 28 64 94 78 122 75 Piedmont CC 1,770 182 84 216 78 65 91 463 82 Pitt CC 4,463 1,015 84 3,156 76 4,171 78 Randolph CC 2,042 139 76 514 65 63 68 716 67 Richmond CC 1,830 286 79 355 63 277 80 918 73 Roanoke- Chowan CC 942 313 76 457 75 231 92 1,001 79 Robeson CC 2,794 419 76 734 74 415 80 1,568 76 Rockingham CC 1,904 200 89 677 76 146 69 1,023 78 Rowan- Cabarrus CC 3,742 424 77 1,070 90 276 87 1,770 86 Sampson CC 1,426 221 90 501 82 251 86 973 85 Sandhills CC 3,195 732 77 1,039 63 388 85 2,159 72 South Piedmont CC 1,652 276 84 459 70 137 79 872 76 Southeastern CC 2,242 250 61 573 68 402 77 1,225 70 Southwestern CC 1,977 142 72 335 71 103 83 580 73 Stanly CC 1,516 139 94 195 88 334 90 Surry CC 2,903 236 83 822 79 205 98 1,263 83 Tri- County CC 1,104 101 92 127 93 234 91 Vance- Granville CC 3,630 713 64 1,101 68 497 65 2,311 66 Wake TCC 8,550 836 73 1,948 78 558 90 3,342 79 Wayne CC 3,149 404 91 1,058 89 339 95 1,801 91 Western Piedmont CC 2,380 324 92 542 83 868 86 Wilkes CC 2,370 315 82 514 74 141 82 970 78 Wilson TCC 1,757 320 82 454 69 191 85 965 76 System Totals 160,747 20,639 83 44,152 78 12,103 83 76,894 80 COLLEGE TOTAL ENGLISH TOTAL FTE MATH READING 30 31 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 was developed by the Information Services Section of the North Carolina Community College System Office that will provide grade information on students who successfully completed developmental courses and ( 1) entered college- level courses and ( 2) on students who are enrolled in college- level courses without having been required to take developmental courses. The performance of these groups was 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 Eighty- six percent ( 86%) of the students who completed a developmental course( s) had a grade of “ C” or better in subsequent college- level courses, whereas 85 percent of the non- developmental students performed at the same level. A statistical analysis revealed that 40 colleges met the standard: no significant difference between the developmental students and non- developmental students in the performance of subsequent college- level courses. PERFORMANCE OF DEVELOPMENTAL STUDENTS IN SUBSEQUENT COLLEGE- LEVEL COURSES, 2000- 2001 DEVELOPMENTAL NON- DEVELOPMENTAL # TOOK % PASSED # TOOK % PASSED Alamance CC 2,613 158 92 754 88 Asheville- Buncombe TCC 4,529 293 91 1,140 81 Beaufort County CC 1,662 65 97 414 89 Bladen CC 1,008 31 91 403 84 Blue Ridge CC 2,020 170 90 390 86 Brunswick CC 1,106 128 86 257 86 Caldwell CC & TI 3,101 214 92 590 90 Cape Fear CC 4,952 518 79 1,863 73 Carteret CC 1,513 123 81 576 77 Catawba Valley CC 3,393 297 86 365 91 Central Carolina CC 4,442 134 95 1,100 94 Central Piedmont CC 10,950 1,350 80 4,482 79 Cleveland CC 1,895 136 90 1,060 89 Coastal Carolina CC 3,992 352 93 1,339 93 College of The Albemarle 2,015 172 97 586 96 Craven CC 2,206 239 89 633 95 Davidson County CC 2,600 213 88 776 92 Durham TCC 3,544 293 88 732 87 Edgecombe CC 1,893 391 78 342 87 Fayetteville TCC 8,248 478 81 2,738 82 Forsyth TCC 5,152 308 81 2,188 86 Gaston College 3,623 427 86 1,340 87 Guilford TCC 6,996 811 72 5,555 75 Halifax CC 1,430 124 92 398 91 Haywood CC 1,549 168 87 471 94 Isothermal CC 1,962 207 95 376 90 James Sprunt CC 1,244 63 81 549 95 Johnston CC 2,992 203 86 930 83 Lenoir CC 2,474 194 92 572 93 Martin CC 923 56 95 152 87 Mayland CC 1,211 319 88 24 92 McDowell TCC 1,158 70 94 269 97 Mitchell CC 1,870 158 77 491 83 Montgomery CC 662 37 92 194 87 Nash CC 2,066 334 84 402 83 Pamlico CC 416 15 93 43 74 Piedmont CC 1,770 94 88 310 90 Pitt CC 4,463 551 82 825 76 Randolph CC 2,042 154 85 699 89 Richmond CC 1,830 130 93 434 92 Roanoke- Chowan CC 942 140 83 255 77 Robeson CC 2,794 328 87 474 88 Rockingham CC 1,904 183 85 433 90 Rowan- Cabarrus CC 3,742 339 91 1,344 91 Sampson CC 1,426 130 96 249 97 Sandhills CC 3,195 360 89 823 89 South Piedmont CC 1,652 75 91 448 85 Southeastern CC 2,242 341 86 329 84 Southwestern CC 1,977 156 80 527 83 Stanly CC 1,516 102 94 376 94 Surry CC 2,903 268 94 1,180 94 Tri- County CC 1,104 75 99 286 93 Vance- Granville CC 3,630 134 82 821 81 Wake TCC 8,550 389 88 2,527 88 Wayne CC 3,149 382 86 823 95 Western Piedmont CC 2,380 219 99 548 98 Wilkes CC 2,370 156 93 493 85 Wilson TCC 1,757 153 78 357 85 System Totals 160,747 14,108 86 49,055 85 COLLEGE TOTAL FTE 32 33 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 Ninety percent ( 90%) of the combined respondents will report to be satisfied with the quality of the college's programs and services. Results C Ninety- four percent ( 94%) of program non- completers responded that they were satisfied with the academic programs of community colleges, while 97 percent of program completers responded that they were satisfied. The total percentage of satisfied ( completers and non- completers combined) was 96 percent. All 58 community colleges met the performance standard. SATISFACTION OF PROGRAM COMPLETERS AND NON- COMPLETERS, 2000- 2001 NUMBER PERCENT SATISFIED NUMBER PERCENT SATISFIED NUMBER PERCENT SATISFIED Alamance CC 2,613 205 93 244 98 449 96 Asheville- Buncombe TCC 4,529 74 92 284 96 358 95 Beaufort County CC 1,662 44 93 119 97 163 96 Bladen CC 1,008 124 98 64 98 188 98 Blue Ridge CC 2,020 34 85 143 94 177 92 Brunswick CC 1,106 19 84 41 98 60 94 Caldwell CC & TI 3,101 93 97 374 96 467 96 Cape Fear CC 4,952 90 92 642 95 732 95 Carteret CC 1,513 72 94 85 96 157 95 Catawba Valley CC 3,393 60 93 300 99 360 98 Central Carolina CC 4,442 13 100 352 98 365 98 Central Piedmont CC 10,950 176 95 350 94 526 94 Cleveland CC 1,895 201 97 161 98 362 97 Coastal Carolina CC 3,992 165 95 391 95 556 95 College of The Albemarle 2,015 66 89 143 94 209 92 Craven CC 2,206 119 94 115 97 234 95 Davidson County CC 2,600 43 93 172 98 215 97 Durham TCC 3,544 24 71 194 93 218 91 Edgecombe CC 1,893 32 100 89 100 121 100 Fayetteville TCC 8,248 212 86 693 97 905 94 Forsyth TCC 5,152 110 86 364 96 474 94 Gaston College 3,623 87 93 440 98 527 97 Guilford TCC 6,996 253 96 272 98 525 97 Halifax CC 1,430 77 94 108 100 185 98 Haywood CC 1,549 83 92 135 99 218 96 Isothermal CC 1,962 118 99 187 99 305 99 James Sprunt CC 1,244 38 100 141 99 179 99 Johnston CC 2,992 29 90 151 98 180 97 Lenoir CC 2,474 117 87 260 98 377 95 Martin CC 923 20 100 90 98 110 98 Mayland CC 1,211 17 94 118 98 135 97 McDowell TCC 1,158 32 97 123 98 155 98 Mitchell CC 1,870 115 96 131 94 246 95 Montgomery CC 662 84 96 84 99 168 98 Nash CC 2,066 55 94 108 97 163 96 Pamlico CC 416 19 100 51 92 70 94 Piedmont CC 1,770 27 93 97 100 124 98 Pitt CC 4,463 241 97 211 94 452 96 Randolph CC 2,042 176 94 257 95 433 95 Richmond CC 1,830 161 94 190 98 351 96 Roanoke- Chowan CC 942 63 97 98 99 161 98 Robeson CC 2,794 55 87 175 94 230 92 Rockingham CC 1,904 46 96 171 96 217 96 Rowan- Cabarrus CC 3,742 171 99 179 95 350 97 Sampson CC 1,426 139 98 93 95 232 97 Sandhills CC 3,195 72 93 405 98 477 97 South Piedmont CC 1,652 34 94 56 98 90 96 Southeastern CC 2,242 36 94 104 100 140 98 Southwestern CC 1,977 34 94 162 95 196 95 Stanly CC 1,516 45 93 184 99 229 98 Surry CC 2,903 201 96 280 98 481 97 Tri- County CC 1,104 92 97 83 99 175 98 Vance- Granville CC 3,630 95 92 205 100 300 97 Wake TCC 8,550 377 93 394 94 771 94 Wayne CC 3,149 196 97 288 100 484 99 Western Piedmont CC 2,380 106 92 209 97 315 95 Wilkes CC 2,370 67 96 166 99 233 98 Wilson TCC 1,757 95 94 123 97 218 96 System Totals 160,747 5,649 94 11,849 97 17,498 96 NON- COMPLETERS COMPLETERS TOTAL COLLEGE TOTAL FTE 34 35 CORE INDICATORS OF SUCCESS MEASURE I: Curriculum Student Retention and Graduation 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 was 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 Sixty- five percent ( 65%) of the Fall 2000 cohort had either graduated or completed by Fall 2001. Fifty- four ( 54) community colleges met the performance standard; two ( 2) colleges made significant improvement although they didn’t meet the performance standard. CURRICULUM STUDENT RETENTION AND GRADUATON, 2000- 2001 COLLEGE TOTAL FTE TOTAL COHORT PERCENT GRADUATE PERCENT RETURN PERCENT GRADUATE OR RETURN Alamance CC 2,613 2,692 13% 47% 60% Asheville- Buncombe TCC 4,529 2,925 15% 51% 65% Beaufort County CC 1,662 1,088 14% 52% 66% Bladen CC 1,008 557 15% 50% 65% Blue Ridge CC 2,020 1,356 11% 53% 64% Brunswick CC 1,106 812 20% 42% 62% Caldwell CC & TI 3,101 2,379 14% 52% 66% Cape Fear CC 4,952 4,510 12% 55% 67% Carteret CC 1,513 1,013 14% 51% 65% Catawba Valley CC 3,393 2,773 10% 51% 61% Central Carolina CC 4,442 2,752 19% 41% 60% Central Piedmont CC 10,950 9,539 9% 48% 57% Cleveland CC 1,895 1,477 14% 47% 61% Coastal Carolina CC 3,992 3,564 15% 49% 64% College of The Albemarle 2,015 1,824 14% 48% 61% Craven CC 2,206 2,055 12% 45% 57% Davidson County CC 2,600 1,701 21% 49% 70% Durham TCC 3,544 3,200 11% 53% 64% Edgecombe CC 1,893 1,438 10% 50% 60% Fayetteville TCC 8,248 7,672 14% 50% 64% Forsyth TCC 5,152 4,387 13% 51% 65% Gaston College 3,623 3,267 16% 49% 65% Guilford TCC 6,996 5,731 10% 47% 58% Halifax CC 1,430 1,279 11% 51% 62% Haywood CC 1,549 996 19% 62% 81% Isothermal CC 1,962 1,578 18% 51% 69% James Sprunt CC 1,244 768 24% 50% 74% Johnston CC 2,992 2,170 20% 54% 73% Lenoir CC 2,474 1,650 20% 51% 70% Martin CC 923 584 16% 49% 65% Mayland CC 1,211 599 20% 58% 78% McDowell TCC 1,158 778 19% 55% 74% Mitchell CC 1,870 1,456 15% 50% 64% Montgomery CC 662 482 19% 55% 74% Nash CC 2,066 1,381 8% 46% 54% Pamlico CC 416 191 15% 46% 61% Piedmont CC 1,770 1,087 12% 56% 68% Pitt CC 4,463 3,955 15% 48% 63% Randolph CC 2,042 1,583 22% 49% 71% Richmond CC 1,830 1,200 17% 53% 70% Roanoke- Chowan CC 942 755 17% 48% 65% Robeson CC 2,794 1,502 18% 50% 68% Rockingham CC 1,904 1,642 14% 57% 71% Rowan- Cabarrus CC 3,742 3,380 11% 49% 60% Sampson CC 1,426 1,014 14% 52% 66% Sandhills CC 3,195 2,501 17% 48% 64% South Piedmont CC 1,652 1,118 19% 49% 67% Southeastern CC 2,242 1,439 13% 54% 67% Southwestern CC 1,977 1,186 20% 47% 68% Stanly CC 1,516 988 23% 43% 66% Surry CC 2,903 2,301 17% 54% 71% Tri- County CC 1,104 1,075 20% 51% 71% Vance- Granville CC 3,630 2,339 13% 51% 64% Wake TCC 8,550 7,894 14% 61% 74% Wayne CC 3,149 2,400 12% 50% 62% Western Piedmont CC 2,380 1,722 19% 50% 69% Wilkes CC 2,370 1,666 17% 53% 69% Wilson TCC 1,757 1,230 16% 45% 61% System Totals 160,747 126,601 14% 51% 65% 36 37 CORE INDICATORS OF SUCCESS MEASURE J: Employer Satisfaction With Graduates 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 survey will be conducted each year to determine employer satisfaction. Employers will be divided into three categories based on the number of program graduates 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 During 2001- 02, 4,839 employers of 1999- 2000 community college graduates were surveyed. A total of 1,742 surveys were completed and returned by employers, for a 36 percent response rate. Overall, 96 percent of those employers who returned a survey indicated that they were satisfied with the job preparation of community college graduates. All 58 colleges met the performance standard on this measure. PERCENT OF EMPLOYERS SATISFIED WITH THE QUALITY OF PROGRAM COMPLETERS ( Performance Standard: Percent Satisfied = 85%) COLLEGE TOTAL FTE NUMBER OF EMPLOYERS SURVEYED RESPONSE RATE PERCENT SATISFIED Alamance CC 2,613 148 35% 95% Asheville- Buncombe TCC 4,529 109 43% 98% Beaufort County CC 1,662 46 38% 94% Bladen CC 1,008 24 66% 91% Blue Ridge CC 2,020 40 50% 96% Brunswick CC 1,106 33 31% 98% Caldwell CC & TI 3,101 97 37% 97% Cape Fear CC 4,952 147 35% 100% Carteret CC 1,513 49 45% 97% Catawba Valley CC 3,393 80 34% 100% Central Carolina CC 4,442 189 22% 100% Central Piedmont CC 10,950 171 33% 97% Cleveland CC 1,895 77 42% 95% Coastal Carolina CC 3,992 137 52% 98% College of The Albemarle 2,015 78 42% 98% Craven CC 2,206 97 36% 94% Davidson County CC 2,600 96 42% 98% Durham TCC 3,544 85 28% 95% Edgecombe CC 1,893 30 66% 97% Fayetteville TCC 8,248 218 27% 95% Forsyth TCC 5,152 145 23% 100% Gaston College 3,623 113 43% 96% Guilford TCC 6,996 143 31% 95% Halifax CC 1,430 67 42% 92% Haywood CC 1,549 58 39% 94% Isothermal CC 1,962 57 28% 93% James Sprunt CC 1,244 73 26% 92% Johnston CC 2,992 196 32% 94% Lenoir CC 2,474 67 29% 93% Martin CC 923 30 58% 97% Mayland CC 1,211 42 29% 96% McDowell TCC 1,158 36 51% 95% Mitchell CC 1,870 55 58% 95% Montgomery CC 662 29 50% 94% Nash CC 2,066 48 45% 97% Pamlico CC 416 25 53% 94% Piedmont CC 1,770 97 33% 94% Pitt CC 4,463 122 35% 95% Randolph CC 2,042 60 29% 93% Richmond CC 1,830 57 27% 96% Roanoke- Chowan CC 942 35 45% 91% Robeson CC 2,794 83 38% 92% Rockingham CC 1,904 61 41% 95% Rowan- Cabarrus CC 3,742 83 30% 100% Sampson CC 1,426 44 48% 94% Sandhills CC 3,195 69 33% 100% South Piedmont CC 1,652 47 34% 94% Southeastern CC 2,242 57 38% 96% Southwestern CC 1,977 58 42% 97% Stanly CC 1,516 72 29% 98% Surry CC 2,903 124 46% 94% Tri- County CC 1,104 27 54% 93% Vance- Granville CC 3,630 103 29% 91% Wake TCC 8,550 230 37% 96% Wayne CC 3,149 74 39% 94% Western Piedmont CC 2,380 73 34% 92% Wilkes CC 2,370 72 43% 93% Wilson TCC 1,757 57 47% 92% System Totals 160,747 4,839 36% 96% 38 39 CORE INDICATORS OF SUCCESS MEASURE K: Client Satisfaction With Customized Training Description/ Definition C The percentage 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 survey for businesses/ industries receiving services from New and Expanding Industry Training and the Small Business Centers is administered by colleges to determine level of satisfaction with their customized training. The data are submitted annually to the System Office at the end of the fiscal year. Performance Standard C Ninety percent ( 90%) of businesses/ industries surveyed will report satisfaction with the services provided by community colleges. Results C Total number of survey respondents was 32,699. Ninety- nine percent ( 99%) responded that they were satisfied with the customized training provided by community colleges. Fifty- eight ( 58) colleges met the performance standard. CLIENT SATISFACTION WITH CUSTOMIZED TRAINING, 2000- 2001 ( Performance Standard: 85 percent) COLLEGE TOTAL FTE NUMBER OF SURVEY RESPONDENTS PERCENT SATISFIED Alamance CC 2,613 168 98 Asheville- Buncombe TCC 4,529 506 99 Beaufort County CC 1,662 364 99 Bladen CC 1,008 143 99 Blue Ridge CC 2,020 430 99 Brunswick CC 1,106 225 100 Caldwell CC & TI 3,101 1,069 99 Cape Fear CC 4,952 576 99 Carteret CC 1,513 242 99 Catawba Valley CC 3,393 519 98 Central Carolina CC 4,442 490 100 Central Piedmont CC 10,950 675 99 Cleveland CC 1,895 435 100 Coastal Carolina CC 3,992 432 100 College of The Albemarle 2,015 1,214 99 Craven CC 2,206 102 95 Davidson County CC 2,600 486 99 Durham TCC 3,544 617 99 Edgecombe CC 1,893 420 99 Fayetteville TCC 8,248 466 99 Forsyth TCC 5,152 349 99 Gaston College 3,623 823 99 Guilford TCC 6,996 1,436 100 Halifax CC 1,430 940 99 Haywood CC 1,549 328 99 Isothermal CC 1,962 636 98 James Sprunt CC 1,244 653 99 Johnston CC 2,992 1,782 99 Lenoir CC 2,474 1,379 99 Martin CC 923 442 98 Mayland CC 1,211 175 100 McDowell TCC 1,158 186 100 Mitchell CC 1,870 329 100 Montgomery CC 662 321 99 Nash CC 2,066 742 100 Pamlico CC 416 242 100 Piedmont CC 1,770 357 98 Pitt CC 4,463 640 100 Randolph CC 2,042 597 99 Richmond CC 1,830 411 99 Roanoke- Chowan CC 942 460 100 Robeson CC 2,794 348 97 Rockingham CC 1,904 943 99 Rowan- Cabarrus CC 3,742 471 98 Sampson CC 1,426 444 100 Sandhills CC 3,195 1,470 98 South Piedmont CC 1,652 587 98 Southeastern CC 2,242 454 99 Southwestern CC 1,977 268 99 Stanly CC 1,516 213 99 Surry CC 2,903 675 99 Tri- County CC 1,104 94 100 Vance- Granville CC 3,630 301 100 Wake TCC 8,550 1,593 96 Wayne CC 3,149 845 99 Western Piedmont CC 2,380 357 95 Wilkes CC 2,370 232 100 Wilson TCC 1,757 597 98 System Totals 160,747 32,699 99 40 41 CORE INDICATORS OF SUCCESS MEASURE L: Program Unduplicated Headcount Enrollment Description/ Definition C A minimum 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 diploma/ certificate- 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 2000- 2001 academic year, 15 colleges met the performance standard of a minimum three- year average annual headcount of ten students. NUMBER OF PROGRAMS WITH A THREE- YEAR AVERAGE ANNUAL ENROLLMENT OF LESS THAN 10, 1998- 99, 1999- 00, 2000- 01 ( Performance Standard: Average Annual Enrollment = 10 minimum) COLLEGE TOTAL FTE NUMBER OF PROGRAMS Alamance CC 2,613 0 Asheville- Buncombe TCC 4,529 0 Beaufort County CC 1,662 1 Bladen CC 1,008 2 Blue Ridge CC 2,020 2 Brunswick CC 1,106 0 Caldwell CC & TI 3,101 2 Cape Fear CC 4,952 1 Carteret CC 1,513 5 Catawba Valley CC 3,393 2 Central Carolina CC 4,442 0 Central Piedmont CC 10,950 3 Cleveland CC 1,895 1 Coastal Carolina CC 3,992 0 College of The Albemarle 2,015 2 Craven CC 2,206 3 Davidson County CC 2,600 4 Durham TCC 3,544 6 Edgecombe CC 1,893 2 Fayetteville TCC 8,248 0 Forsyth TCC 5,152 4 Gaston College 3,623 0 Guilford TCC 6,996 4 Halifax CC 1,430 1 Haywood CC 1,549 4 Isothermal CC 1,962 1 James Sprunt CC 1,244 2 Johnston CC 2,992 0 Lenoir CC 2,474 3 Martin CC 923 0 Mayland CC 1,211 1 McDowell TCC 1,158 3 Mitchell CC 1,870 4 Montgomery CC 662 1 Nash CC 2,066 0 Pamlico CC 416 2 Piedmont CC 1,770 4 Pitt CC 4,463 5 Randolph CC 2,042 4 Richmond CC 1,830 1 Roanoke- Chowan CC 942 4 Robeson CC 2,794 0 Rockingham CC 1,904 0 Rowan- Cabarrus CC 3,742 4 Sampson CC 1,426 1 Sandhills CC 3,195 2 South Piedmont CC 1,652 4 Southeastern CC 2,242 0 Southwestern CC 1,977 4 Stanly CC 1,516 2 Surry CC 2,903 3 Tri- County CC 1,104 2 Vance- Granville CC 3,630 1 Wake TCC 8,550 1 Wayne CC 3,149 0 Western Piedmont CC 2,380 5 Wilkes CC 2,370 0 Wilson TCC 1,757 1 System Totals 160,747 114 42 43 SUMMARY OF CORE INDICATORS OF SUCCESS A summary of the System's performance on the measures and the number of colleges meeting each standard are presented on the next page. 44 SUMMARY REPORT ON PERFORMANCE MEASURES, 2000- 2001 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM MEASURE STANDARD SYSTEM AVERAGE # COLLEGES MEETING STANDARD # COLLEGES MADE SIGNIFICANT IMPROVEMENT Progress of Basic Skills Students 75% 78% 47 4 Passing Rates on Licensure/ Certification Exams for First- Time Test Takers Aggregate = 80% Exams = 70% 86% 45 26 26* 5 Goal Completion of Completers 95% 99% 57 1 Employment of Graduates 95% ( adjusted) 98% 58 Performance of College Transfer Students Equivalent to Native UNC Sophomores and Juniors ( 82.9%) 80.6% 17 24 Passing Rates in Developmental Courses 70% 80% 52 3 Success Rate of Developmental Students in Subsequent College- Level Courses No Statistically Significant Difference Between Developmental and Non- Developmental Students Dev: 86% Nondev.: 85% 41 ** Student Satisfaction of Completers and Non- Completers 90% 96% 58 Curriculum Student Retention & Graduation 60% 65% 54 2 Employer Satisfaction With Graduates 85% 96% 58 Business/ Industry Satisfaction With Services Provided 90% 99% 58 Program Enrollment Three- Year Average Annual Enrollment of Less Than 10 2 15 NA * 45 colleges met the 80% standard; 26 colleges had no exam with a passing rate < 70%; 26 colleges met both standards. ** New measure. STATUS OF NORTH CAROLINA COMMUNITY COLLEGES MEETING PERFORMANCE STANDARDS, 2000- 2001 ( M = Met Standard; SI= Significant Improvement) College Progress of Basic Skills Students Passing Rates on Licensure/ Certif. Exams Goal Completion for Completers Employment Rate of Graduates Performance of College Transfer Students Passing Rates in Develop. Courses Success Rate of Develop. Students in College Level- Courses Student Satisfaction of Completers & Non- Comp. Curriculum Student Retention & Graduation Employer Satisfaction Business & Industry Satisfaction With Services Provided Program Enrollment Total Standards Met or Significant Improvement Total Performance Funding Standards Met or Significant Improvement Alamance CC M M M M M M6th M M M M 10 4 Asheville- Buncombe TCC M M M M M6th M M M M M M 11 5s Beaufort County CC M M M SI M M6th M M M 9 4 Bladen CC M M M M M M M6th M M M 10 5s Blue Ridge CC M M M M M M M M6th M M M 11 6s Brunswick CC M M M SI M6th M M M M M 10 5 Caldwell CC & TI M M M M M M M M6th M M M 11 6s Cape Fear CC M M M M M M M M M6th M 10 5s Carteret CC M M M M M M M M6th M 9 4 Catawba Valley CC M M M M SI M6th M M M M M 11 6s Central Carolina CC SI M M M M M M M M6th M 10 5 Central Piedmont CC M M M M M M M SI M M6th 10 5s Cleveland CC M M M SI M M M6th M M M 10 5 Coastal Carolina CC M M M M M M M M6th M M M M 12 6s College of The Albemarle M M M M M M M M M M6th M 11 6s Craven CC M M M M SI M M6th SI M M 10 6s Davidson County CC M M M M M M6th M M 8 4 Durham TCC SI M M M SI M M M M M M6th 11 6 Edgecombe CC M M M SI M M6th M M M 9 5 Fayetteville TCC M M M M M M6th M M M M M 11 6s Forsyth TCC M M M M SI M6th M M M M 10 6s Gaston College M M M SI M6th M M M M M M 11 5 Guilford TCC SI M M SI M M6th M M 8 5 Halifax CC M SI M M SI M M M M M6th 10 6 Haywood CC M M M M M M M M M6th 9 5s Isothermal CC M M M M M M M6th M M M 10 5s James Sprunt CC M M M SI M M M M M6th 9 5 Johnston CC M M SI M M M M M6th M M 10 4 Lenoir CC M M M SI M M M6th M M M 10 5 Martin CC M M M SI M M M6th M M M M 11 5 6th: Selected sixth performance measure. s: Superior performance funding. STATUS OF NORTH CAROLINA COMMUNITY COLLEGES MEETING PERFORMANCE STANDARDS, 2000- 2001 ( M = Met Standard; SI= Significant Improvement) College Progress of Basic Skills Students Passing Rates on Licensure/ Certif. Exams Goal Completion for Completers Employment Rate of Graduates Performance of College Transfer Students Passing Rates in Develop. Courses Success Rate of Develop. Students in College Level- Courses Student Satisfaction of Completers & Non- Comp. Curriculum Student Retention & Graduation Employer Satisfaction Business & Industry Satisfaction With Services Provided Program Enrollment Total Standards Met or Significant Improvement Total Performance Funding Standards Met or Significant Improvement Mayland CC M M M M M M6th M M M M M 11 6s McDowell TCC M M M M M6th M M M 8 4 Mitchell CC M M M M M M M M M6th 9 5s Montgomery CC SI M M M M M6th M M M 9 4 Nash CC M SI M M SI M M6th M M M M 11 6 Pamlico CC M M M M M M M6th M M 9 4 Piedmont CC M M M M M M M M6th M M 10 6s Pitt CC M M M M M M M M6th M 9 4 Randolph CC M SI M M SI M6th M M M 9 5 Richmond CC M M M M SI M M M M M M6th 11 6s Roanoke- Chowan CC M M M M6th M M M M M 9 4 Robeson CC M M M M M M6th M M M M 10 4 Rockingham CC M SI M M SI M6th M M M M M 11 6 Rowan- Cabarrus CC M M SI M M M M M6th M 9 4 Sampson CC M M M SI M M6th M M M 9 5 Sandhills CC M M M M SI M6th M M M M M 11 6s South Piedmont CC M M M M M M M6th M M M 10 5s Southeastern CC M M M M M M M M M M6th M M 12 6s Southwestern CC M M M M M M6th M M 8 4 Stanly CC M M M SI M M M M M6th M 10 5 Surry CC M M M M M M M6th M M M 10 5s Tri- County CC M M M M M M6th M M M M M 11 6s Vance- Granville CC M SI M M M SI M M M M M6th 11 6s Wake TCC M M M M M M M M6th M 9 4 Wayne CC M M M M SI M M6th M M M M 11 6s Western Piedmont CC M M M SI M M M6th M M M 10 5 Wilkes CC M M M M M M M M6th M M M M 12 6s Wilson TCC M M SI M M M M6th M 8 4 6th: Selected sixth performance measure. s: Superior performance funding. 47 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM STRATEGIC PLAN, 2001- 2003 EVALUATION OF PROGRESS The Critical Success Factors report is a set of measures for assessing the progress of the System in achieving objectives identified in the System's strategic plan. Factors two through five provide measures that monitor success of the System in meeting its target levels of success. Most of the data presented in this section of the report are System- level data, and where appropriate, college- level data are presented for information. These data are to determine the degree to which the System has met its target levels. 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 49 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 colleges 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. Percentage of High Demand Occupations Encompassed by Training Programs B. Percentage of Employers Satisfied With NCCCS Training Programs C. Percentage of College Tech Prep Students Enrolling in a Community College D. Number of Employers and Trainees Served by New and Expanding Industry Training ( NEIT), Focused Industrial Training ( FIT), Small Business Centers, and Customized Training 50 WORKFORCE DEVELOPMENT MEASURE A: Percentage of High Demand Occupations Encompassed by Training Programs Description/ Definition C The percentage 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 Efforts are being made to identify the high demand and emerging occupations in North Carolina, but no data are available at this point. 51 WORKFORCE DEVELOPMENT MEASURE B: Percentage of Employers Satisfied With NCCCS Training Programs Description/ Definition C The percentage 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 See the Core Indicators of Student Success Measure K: Client Satisfaction with Customized Training. As indicated in Factor 1, 99 percent of the survey respondents were satisfied with the training programs and services provided by North Carolina Community Colleges, and thus the performance target was achieved. 52 WORKFORCE DEVELOPMENT MEASURE C: Percentage of College Tech Prep Students Enrolling in a Community College Description/ Definition C The percentage of high school graduates who were in a College 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 a College Tech Prep course of study. Methodology and Data Source C The data on the number of high school graduates who complete the College Tech Prep requirements will be gathered from the North Carolina Department of Public Instruction. The number and percentage 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 has not been established. As the data are accurately 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 College Tech Prep program. Some high school data are being submitted with the students’ intended course of study identified. The best high school data are those graduation records with the post course of study identified. However, not all high school records are being received this way to date. In 2000- 2001, 16.4 percent of the 2000 high school graduates who enrolled in a community college had successfully completed the requirement of the College Tech Prep course of study; a 1.91 percent decrease, which might be contributed to problems in submission of transcripts. The ABCs of public education, as specified in the high school accountability model, require year- to- year comparison of percentages of students completing the college tech prep course of study. NUMBER OF 2000 HIGH SCHOOL GRADUATES WHO SUCCESSFULLY COMPLETED TECH PREP AND ENROLLED IN A COMMUNITY COLLEGE IN 2000- 2001 COLLEGE TOTAL FTE 2000 HIGH SCHOOL GRADUATES ENROLLED TECH PREPS ENROLLED PERCENTAGE Alamance CC 2,613 382 45 11.78% Asheville- Buncombe TCC 4,529 474 134 28.27% Beaufort County CC 1,662 141 19 13.48% Bladen CC 1,008 90 17 18.89% Blue Ridge CC 2,020 185 38 20.54% Brunswick CC 1,106 106 17 16.04% Caldwell CC & TI 3,101 314 0 0.00% Cape Fear CC 4,952 435 36 8.28% Carteret CC 1,513 134 22 16.42% Catawba Valley CC 3,393 390 101 25.90% Central Carolina CC 4,442 249 53 21.29% Central Piedmont CC 10,950 1,162 33 2.84% Cleveland CC 1,895 127 20 15.75% Coastal Carolina CC 3,992 344 72 20.93% College of The Albemarle 2,015 300 52 17.33% Craven CC 2,206 183 18 9.84% Davidson County CC 2,600 262 39 14.89% Durham TCC 3,544 352 23 6.53% Edgecombe CC 1,893 104 38 36.54% Fayetteville TCC 8,248 483 42 8.70% Forsyth TCC 5,152 533 86 16.14% Gaston College 3,623 468 84 17.95% Guilford TCC 6,996 620 115 18.55% Halifax CC 1,430 119 25 21.01% Haywood CC 1,549 110 25 22.73% Isothermal CC 1,962 155 12 7.74% James Sprunt CC 1,244 93 24 25.81% Johnston CC 2,992 178 42 23.60% Lenoir CC 2,474 179 50 27.93% Martin CC 923 63 20 31.75% Mayland CC 1,211 105 38 36.19% McDowell TCC 1,158 97 9 9.28% Mitchell CC 1,870 221 27 12.22% Montgomery CC 662 59 8 13.56% Nash CC 2,066 224 70 31.25% Pamlico CC 416 21 3 14.29% Piedmont CC 1,770 87 24 27.59% Pitt CC 4,463 1,299 129 9.93% Randolph CC 2,042 211 36 17.06% Richmond CC 1,830 115 46 40.00% Roanoke- Chowan CC 942 92 1 1.09% Robeson CC 2,794 92 24 26.09% Rockingham CC 1,904 295 94 31.86% Rowan- Cabarrus CC 3,742 439 88 20.05% Sampson CC 1,426 123 34 27.64% Sandhills CC 3,195 350 124 35.43% South Piedmont CC 1,652 211 0 0.00% Southeastern CC 2,242 153 34 22.22% Southwestern CC 1,977 132 15 11.36% Stanly CC 1,516 158 37 23.42% Surry CC 2,903 393 105 26.72% Tri- County CC 1,104 97 29 29.90% Vance- Granville CC 3,630 256 57 22.27% Wake TCC 8,550 660 2 0.30% Wayne CC 3,149 388 112 28.87% Western Piedmont CC 2,380 186 25 13.44% Wilkes CC 2,370 246 56 22.76% Wilson TCC 1,757 112 23 20.54% System Totals 160,747 15,557 2,552 16.40% 53 54 WORKFORCE DEVELOPMENT MEASURE D: 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 number of trainees in FIT and Small Business Centers increased 10 percent over last year’s figure, and the one in NEIT increased almost 20 percent. The data demonstrate that these programs continue to provide a valuable service to a large number of industries and individuals in the state. NEW & EXPANDING INDUSTRY TRAINEES & PROJECTS YEAR TRAINEES PROJECTS 1996- 97 25,076 184 1997- 98 22,985 201 1998- 99 19,960 193 1999- 00 20,256 197 2000- 01 24,068 203 55 FOCUSED INDUSTRIAL TRAINING: TRAINEES & INDUSTRIES SERVED* YEAR TRAINEES INDUSTRIES 1996- 97 8,943 711 1997- 98 8,939 576 1998- 99 14,256 666 1999- 00 12,186 705 2000- 01 13,404 630 * Includes the apprenticeship program. SMALL BUSINESS CLIENTS SERVED YEAR # OF CENTERS PARTICIPANTS COUNSEL REFERRAL EXT./ CURR. COURSE PARTICIPANT 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 1999- 00 59 43,191 5,139 4,060 19,839 2000- 01 59 47,507 5,462 7,130 16,228 57 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 under- served: 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 under-served groups. The measures identified as indicators of the System's success in meeting the learning needs of diverse populations are: A. Number and Percentage of Dropouts Annually Served by Basic Skills Programs B. Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts Statewide C. Percentage of Basic Skills Students and Recent High School Graduates Enrolling in a Community College D. Unduplicated Headcount in English as a Second Language ( ESL) E. Number of Under- Represented Students Enrolled Per Category F. Percentage of Students Receiving Financial Aid and Amount of Aid Compared With Cost of Attendance G. Percentage of Population of Service Area Enrolled 58 DIVERSE POPULATIONS LEARNING NEEDS MEASURE A: Number and Percentage of Dropouts Annually Served by Basic Skills Programs Description/ Definition C The number and percentage 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 2000- 2001, community colleges enrolled 13,018 high school dropouts who dropped out of school during 2000- 01; a 13.6 percent increase in enrollment for the academic year 2000- 01. 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/ 198- 6/ 30/ 99 1998- 99 14,516* 1/ 1/ 99- 6/ 30/ 00 1999- 00 11,456* 1/ 1/ 00- 6/ 30/ 01 2000- 01 13,018 * Revised data based on new information. NUMBER OF HIGH SCHOOL DROPOUTS WHO ENROLLED IN A BASIC SKILLS PROGRAM AT A COMMUNITY COLLEGE DURING 2000- 2001 COLLEGE TOTAL FTE NUMBER ENROLLED Alamance CC 2,613 204 Asheville- Buncombe TCC 4,529 411 Beaufort County CC 1,662 97 Bladen CC 1,008 103 Blue Ridge CC 2,020 284 Brunswick CC 1,106 123 Caldwell CC & TI 3,101 187 Cape Fear CC 4,952 252 Carteret CC 1,513 130 Catawba Valley CC 3,393 208 Central Carolina CC 4,442 474 Central Piedmont CC 10,950 838 Cleveland CC 1,895 97 Coastal Carolina CC 3,992 787 College of The Albemarle 2,015 428 Craven CC 2,206 141 Davidson County CC 2,600 268 Durham TCC 3,544 145 Edgecombe CC 1,893 175 Fayetteville TCC 8,248 394 Forsyth TCC 5,152 486 Gaston College 3,623 189 Guilford TCC 6,996 56 Halifax CC 1,430 130 Haywood CC 1,549 85 Isothermal CC 1,962 151 James Sprunt CC 1,244 106 Johnston CC 2,992 140 Lenoir CC 2,474 231 Martin CC 923 126 Mayland CC 1,211 85 McDowell TCC 1,158 105 Mitchell CC 1,870 180 Montgomery CC 662 43 Nash CC 2,066 147 Pamlico CC 416 18 Piedmont CC 1,770 124 Pitt CC 4,463 359 Randolph CC 2,042 232 Richmond CC 1,830 326 Roanoke- Chowan CC 942 76 Robeson CC 2,794 267 Rockingham CC 1,904 115 Rowan- Cabarrus CC 3,742 358 Sampson CC 1,426 101 Sandhills CC 3,195 303 South Piedmont CC 1,652 244 Southeastern CC 2,242 137 Southwestern CC 1,977 401 Stanly CC 1,516 135 Surry CC 2,903 147 Tri- County CC 1,104 58 Vance- Granville CC 3,630 593 Wake TCC 8,550 66 Wayne CC 3,149 375 Western Piedmont CC 2,380 259 Wilkes CC 2,370 131 Wilson TCC 1,757 187 System Totals 160,747 13,018 59 60 DIVERSE POPULATIONS LEARNING NEEDS MEASURE B: Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts Statewide Description/ Definition C 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, an increase by 10 percent the number of individuals enrolled in the GED and AHSD programs that complete the program has been set. Results C Number of GEDs and AHSDs awarded in 2000- 01 is 19,312, which is a 10.6 percent increase from the previous year. Therefore the performance target was achieved. 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 1996- 97 18,235 17,144 1,091 1997- 98 18,501 17,758 743 1998- 99 24,356* 17,697 6,659 1999- 00 23,597 17,455 6,142 2000- 01 21,368 19,312 2,056 * 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 were coded as dropouts. NUMBER OF GEDs/ AHSDs AWARDED, 2000- 2001 COLLEGE TOTAL FTE AHS GED Alamance CC 2,613 31 341 Asheville- Buncombe TCC 4,529 9 567 Beaufort County CC 1,662 124 Bladen CC 1,008 20 130 Blue Ridge CC 2,020 22 358 Brunswick CC 1,106 16 130 Caldwell CC & TI 3,101 42 346 Cape Fear CC 4,952 91 336 Carteret CC 1,513 47 156 Catawba Valley CC 3,393 388 Central Carolina CC 4,442 170 433 Central Piedmont CC 10,950 209 715 Cleveland CC 1,895 66 79 Coastal Carolina CC 3,992 55 339 College of The Albemarle 2,015 75 381 Craven CC 2,206 14 172 Davidson County CC 2,600 51 247 Durham TCC 3,544 75 153 Edgecombe CC 1,893 14 277 Fayetteville TCC 8,248 58 278 Forsyth TCC 5,152 109 655 Gaston College 3,623 95 508 Guilford TCC 6,996 187 531 Halifax CC 1,430 155 Haywood CC 1,549 100 Isothermal CC 1,962 75 193 James Sprunt CC 1,244 11 114 Johnston CC 2,992 51 90 Lenoir CC 2,474 38 251 Martin CC 923 12 100 Mayland CC 1,211 299 McDowell TCC 1,158 193 Mitchell CC 1,870 375 Montgomery CC 662 2 43 Nash CC 2,066 35 256 Pamlico CC 416 86 Piedmont CC 1,770 178 Pitt CC 4,463 51 231 Randolph CC 2,042 45 351 Richmond CC 1,830 21 343 Roanoke- Chowan CC 942 150 Robeson CC 2,794 127 95 Rockingham CC 1,904 176 Rowan Cabarrus CC 3,742 45 343 Sampson CC 1,426 281 Sandhills CC 3,195 27 355 South Piedmont CC 1,652 71 242 Southeastern CC 2,242 18 178 Southwestern CC 1,977 10 423 Stanly CC 1,516 74 190 Surry CC 2,903 106 Tri- County CC 1,104 106 Vance- Granville CC 3,630 196 695 Wake TCC 8,550 69 762 Wayne CC 3,149 71 277 Western Piedmont CC 2,380 31 528 Wilkes CC 2,370 83 159 Wilson TCC 1,757 66 112 State Office 157 System Total 160,747 2,683 16,629 * College does not offer the AHS program. 61 62 DIVERSE POPULATIONS LEARNING NEEDS MEASURE C: Percentage of Basic Skills Students and Recent High School Graduates Enrolling in a Community College Description/ Definition C Number and percentage of basic skills students and recent high school graduates who enroll in a community college. The measure is designed to determine the number and percentage that move directly from basic skills programs or high school into a community college curriculum or occupational extension program. 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. Methodology and Data Source C The number and percentage 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 percentage 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 colleges. This analysis is done by the Planning and Research Section in the North Carolina Community College System Office. Performance Target C By 2001, increase the percentage of each target group that enroll in a community college by 10 percent. Results C Number of basic skills students enrolling in curriculum or occupational extension courses increased by 1.1 percent, from 14,069 in 1999- 2000 to 14,229 in 2000- 01. The enrollment of the 2000 high school graduates in community colleges ( 16,118) represented a 4.6 percent decline from the previous year’s enrollment. Thus the performance target of 10 percent increase was not met. 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 INCREASE NUMBER PERCENT INCREASE 1998- 99 12,740 16,811 1999- 00 14,069 10.4% 16,898 0.5% 2000- 01 14,229 1.1% 16,118 - 4.6% 63 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 total number of students served by this program increased by 13 percent from 1999- 2000 to 2000- 01 reflecting the high demand for the program. Thus the performance target was achieved. UNDUPLICATED HEADCOUNT ENROLLMENT IN ENGLISH AS A SECOND LANGUAGE ( ESL) NORTH CAROLINA COMMUNITY COLLEGE SYSTEM YEAR UNDUPLICATED ENROLLMENT % INCREASE 1996- 97 24,115 19.3 1997- 98 26,053 8.0 1998- 99 30,469 27.7 1999- 00 35,696 17.2 2000- 01 40,378 13.1 ENROLLMENT IN ENGLISH AS A SECOND LANGUAGE, 2000- 2001 ( UNDUPLICATED) Alamance CC 2,613 412 422 119 9 63 1 1,026 Asheville- Buncombe TCC 4,529 800 206 82 20 36 24 1,168 Beaufort County CC 1,662 235 77 26 12 15 0 365 Bladen CC 1,008 8 90 15 0 2 0 115 Blue Ridge CC 2,020 70 134 42 22 21 4 293 Brunswick CC 1,106 1 67 5 3 2 0 78 Caldwell CC & TI 3,101 103 299 80 29 32 4 547 Cape Fear CC 4,952 100 584 150 20 73 10 937 Carteret CC 1,513 9 31 11 2 5 1 59 Catawba Valley CC 3,393 567 741 329 130 114 26 1,907 Central Carolina CC 4,442 202 1,779 146 29 50 7 2,213 Central Piedmont CC 10,950 9 2,600 1,213 328 194 54 4,398 Cleveland CC 1,895 13 30 5 3 0 2 53 Coastal Carolina CC 3,992 102 123 13 9 9 6 262 College of The Albemarle 2,015 105 92 18 10 7 3 235 Craven CC 2,206 125 138 12 2 0 277 Davidson County CC 2,600 92 350 148 37 27 3 657 Durham TCC 3,544 286 1421 449 6 305 12 2,479 Edgecombe CC 1,893 58 74 19 5 4 1 161 Fayetteville TCC 8,248 49 310 259 107 171 7 903 Forsyth TCC 5,152 1,071 880 317 110 165 22 2,565 Gaston College 3,623 157 217 90 30 25 4 523 Guilford TCC 6,996 1,009 1,274 441 103 210 30 3,067 Halifax CC 1,430 12 14 0 0 0 0 26 Haywood CC 1,549 13 98 27 5 12 0 155 Isothermal CC 1,962 103 144 26 9 12 0 294 James Sprunt CC 1,244 0 147 8 2 3 0 160 Johnston CC 2,992 1 706 20 1 0 0 728 Lenoir CC 2,474 216 79 31 10 5 1 342 Martin CC 923 7 102 1 1 1 0 112 Mayland CC 1,211 51 46 18 11 13 3 142 McDowell TCC 1,158 92 79 29 6 13 2 221 Mitchell CC 1,870 76 208 59 19 28 8 398 Montgomery CC 662 1 185 4 0 18 0 208 Nash CC 2,066 11 180 2 0 0 0 193 Pamlico CC 416 18 11 10 3 0 1 43 Piedmont CC 1,770 52 39 28 10 12 1 142 Pitt CC 4,463 7 359 36 6 6 0 414 Randolph CC 2,042 93 390 162 31 58 2 736 Richmond CC 1,830 56 101 26 6 7 2 198 Roanoke- Chowan CC 942 45 12 0 0 0 0 57 Robeson CC 2,794 45 10 9 2 5 0 71 Rockingham CC 1,904 33 91 51 11 6 0 192 Rowan- Cabarrus CC 3,742 512 719 246 88 62 4 1,631 Sampson CC 1,426 238 36 17 2 5 0 298 Sandhills CC 3,195 133 197 49 15 22 0 416 South Piedmont CC 1,652 201 282 55 36 15 6 595 Southeastern CC 2,242 24 34 5 10 0 0 73 Southwestern CC 1,977 6 72 25 5 12 2 122 Stanly CC 1,516 12 74 26 18 9 4 143 Surry CC 2,903 205 362 53 2 11 3 636 Tri- County CC 1,104 52 10 9 2 1 0 74 Vance- Granville CC 3,630 284 182 28 14 10 15 533 Wake TCC 8,550 1,292 1,491 714 490 844 49 4,880 Wayne CC 3,149 44 390 15 5 7 5 466 Western Piedmont CC 2,380 109 138 33 3 2 0 285 Wilkes CC 2,370 36 406 65 0 8 0 515 Wilson TCC 1,757 387 122 57 11 12 2 591 System Totals 160,747 10,050 19,455 5,933 1,858 2,751 331 40,378 COLLEGE TOTAL FTE TOTAL ADVANCED LOW ADVANCED BEGINNING HIGH BEGINNING LITERACY INTERMEDIATE LOW INTERMEDIATE HIGH ENGLISH AS A SECOND LANGUAGE 64 65 DIVERSE POPULATIONS LEARNING NEEDS MEASURE E: 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 college 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. For 2000- 01, enrollment of each ethnicity group per category was analyzed based on the Census 2000 data. Performance Target C By 2001, identify populations under- represented in community college programs and increase their enrollment by 10 percent. Results C Among other ethnic groups, Hispanics were the most under- represented in Associate, Certificate, Diploma, and Transitional in Curriculum and Occupational Extension programs in Continuing Education: 2.11%, 2.07%, 1.42%, 2.55%, and 1.86% respectively. On the other hand, Hispanics were over- represented in Basic Skills programs ( 24.70%), which was more than five times their ethnic representation in North Carolina’s adult population. In Continuing Education, HRD programs, African Americans were slightly over-represented ( 38.07% compared to their ethnic representation of 19.87%), whereas “ Other” ethnicity groups were slightly under- represented ( 0.44% to their ethnic composition of 0.82% of total adult population). PERCENT ENROLLMENT OF EACH ETHNICITY GROUP PER CATEGORY ETHNICITY GROUP ASIAN BLACK HISPANIC AMERICAN INDIAN OTHER WHITE % of Adult Population 1.34% 19.87% 4.25% 1.1% 0.82% 72.61% 1.91 24.98 2.11* 1.55 1.59 67.85 1.40 31.39 2.07* 1.59 1.51 62.04 1.09 30.87 1.42* 1.50 1.03 64.10 Curriculum Associate Certificate Diploma Transitional 2.09 21.67 2.55* 1.01 1.93 70.76 3.36 31.55 24.70** 1.68 0.85 37.86 0.76 18.60 1.86* 1.53 0.76 76.49 Continuing Ed Basic Skills Occupational Extension HRD 1.04 38.07** 3.54 1.14 0.44* 55.78 * Under- represented compared to representation of other ethnicity groups in the category. ** Over- represented compared to representation of other ethnicity groups in the category. 66 DIVERSE POPULATIONS LEARNING NEEDS MEASURE F: Percentage of Students Receiving Financial Aid and Amount of Aid Compared With Cost of Attendance Description/ Definition C The percentage 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 2000- 01 increased by 8,492 ( 3.5% increase). At the same time, the average amount of aid received slightly increased by $ 182. 67 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 1996- 97 79,481 48.3% $ 967 1997- 98 77,301 51.6% $ 1,229 1998- 99 90,408 54.0% $ 1,607 1999- 00 83,454 47.9% $ 1,513 2000- 01 91,946 51.4% $ 1,695 * Number and percent based on number of curriculum students enrolled in associate degree, diploma and certificate granting programs. Students enrolled in transitional programs ( special credit, dual enrollment and Huskins Bill) are not eligible for financial aid. 68 DIVERSE POPULATIONS LEARNING NEEDS MEASURE G: Percentage of the Adult Population in Service Area Enrolled Description/ Definition C The percentage of the adult population in each college's service area enrolled in either curriculum or continuing education. Methodology and Data Source C 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 percentage of adult population served slightly decreased from 12.9 percent in 1999- 00 to 12.6 percent in 2000- 01. Enrollment in 2000- 01 increased by 14,535 ( 1.9%) over the 1999- 00 enrollment figures. This reflects an increase in 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) 1996- 97 14.1 1997- 98 12.6 1998- 99 10.0 1999- 00 12.9 2000- 01 12.6 PERCENT OF ADULT POPULATION IN SERVICE AREA ENROLLED, 2000- 2001 COLLEGE TOTAL FTE ANNUAL ENROLLMENT SERVICE AREA 18 & UP PERCENTAGE Alamance CC 2,613 14,443 99,646 14.49% Asheville- Buncombe TCC 4,529 24,356 176,664 13.79% Beaufort County CC 1,662 7,240 52,441 13.81% Bladen CC 1,008 5,248 24,330 21.57% Blue Ridge CC 2,020 14,193 93,983 15.10% Brunswick CC 1,106 7,095 57,634 12.31% Caldwell CC & TI 3,101 14,233 95,005 14.98% Cape Fear CC 4,952 23,871 158,270 15.08% Carteret CC 1,513 6,868 47,086 14.59% Catawba Valley CC 3,393 20,379 132,662 15.36% Central Carolina CC 4,442 18,505 141,185 13.12% Central Piedmont CC 10,950 62,882 521,205 12.06% Cleveland CC 1,895 8,306 72,069 11.53% Coastal Carolina CC 3,992 25,675 111,017 23.13% College of The Albemarle 2,015 10,971 96,074 11.42% Craven CC 2,206 11,728 68,940 17.01% Davidson County CC 2,600 16,438 137,848 11.92% Durham TCC 3,544 19,335 266,348 7.26% Edgecombe CC 1,893 9,001 40,539 22.20% Fayetteville TCC 8,248 36,294 218,361 16.62% Forsyth TCC 5,152 27,801 266,606 10.43% Gaston College 3,623 19,692 191,396 10.29% Guilford TCC 6,996 29,930 321,209 9.32% Halifax CC 1,430 7,654 74,354 10.29% Haywood CC 1,549 7,823 42,810 18.27% Isothermal CC 1,962 10,286 62,574 16.44% James Sprunt CC 1,244 6,337 36,258 17.48% Johnston CC 2,992 13,354 90,141 14.81% Lenoir CC 2,474 13,481 66,467 20.28% Martin CC 923 4,615 43,826 10.53% Mayland CC 1,211 6,303 40,195 15.68% McDowell TCC 1,158 10,204 32,533 31.37% Mitchell CC 1,870 11,266 91,338 12.33% Montgomery CC 662 3,573 20,142 17.74% Nash CC 2,066 10,812 65,216 16.58% Pamlico CC 416 1,831 10,208 17.94% Piedmont CC 1,770 8,202 45,122 18.12% Pitt CC 4,463 17,769 102,244 17.38% Randolph CC 2,042 11,663 97,851 11.92% Richmond CC 1,830 7,325 60,448 12.12% Roanoke- Chowan CC 942 3,638 47,756 7.62% Robeson CC 2,794 12,339 87,514 14.09% Rockingham CC 1,904 10,937 70,453 15.52% Rowan- Cabarrus CC 3,742 18,664 195,446 9.55
Object Description
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Title | Critical success factors for the North Carolina Community College System |
Other Title | Catalog of Randolph Community College |
Date | 2002-07 |
Description | 2002 - Thirteenth Annual Report |
Digital Characteristics-A | 215 KB; 89 p. |
Digital Format |
application/pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_borndigital\images_master\ |
Full Text | North Carolina Community College System Planning & Research Section July 2002 2002 CRITICAL SUCCESS FACTORS FOR THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Thirteenth Annual Report NC Community College System • Caswell Building • 200 W. Jones Street • Raleigh, NC 27603- 1379 Telephone: 919/ 733- 7051 • Fax: 919/ 733- 0680 2002 CRITICAL SUCCESS FACTORS FOR THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Thirteenth Annual Report Planning & Research Keith Brown Associate Vice President Terry Shelwood, Associate Director Institutional Assessment Dr. Larry Gracie, Associate Director Institutional Effectiveness Dr. So- Young Yim Coordinator, Research Projects Brenda Splawn Research Technician Vivian Barrett Office Assistant North Carolina Community College System Published by July 2002 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 for 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......................... 31 Measure H: Satisfaction of Program Completers and Non- Completers ................................................................. 33 Measure I: Curriclum Student Retention and Graduation........................................................................................ 35 Measure J: Employer Satisfaction With Graduates................................................................................................... 37 Measure K: Client Satisfaction With Customized Training..................................................................................... 39 Measure L: Program Unduplicated Headcount Enrollment ..................................................................................... 41 SUMMARY OF CORE INDICATORS OF SUCCESS................................................................................................ 43 EVALUATION OF PROGRESS....................................................................................................................... ............. 47 FACTOR II: WORKFORCE DEVELOPMENT........................................................................................................ 49 Measure A: Percentage of High Demand Occupations Encompassed by Training Programs .......................... 50 Measure B: Percentage of Employers Satisfied With NCCCS Training Programs ............................................... 51 Measure C: Percentage of College Tech Prep Students Enrolling in a Community College............................... 52 Measure D: Number of Employers and Trainees Served by NEIT, FIT, Small Business Centers, and Customized Training ............................................................................................................................... ............... 54 iv FACTOR III: DIVERSE POPULATIONS LEARNING NEEDS............................................................................. 57 Measure A: Number and Percentage of Dropouts Annually Served by Basic Skills Programs ........................ 58 Measure B: Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts Statewide ............................................................................................................................... .......................................... 60 Measure C: Percentage of Basic Skills Students and Recent High School Graduates Enrolling in a Community College........................................................................................................................ ................................ 62 Measure D: Unduplicated Headcount in English as a Second Language............................................................. 63 Measure E: Number of Under- Represented Students Enrolled Per Category....................................................... 65 Measure F: Percentage of Students Receiving Financial Aid and Amount of Aid Compared With Cost of Attendance..................................................................................................................... ................................... 66 Measure G: Percentage of the Adult Population in Service Area Enrolled........................................................... 68 FACTOR IV: RESOURCES...................................................................................................................... .................. 71 Measure A: Percentage of College Libraries Meeting the ALA Standards.......................................................... 72 Measure B: Total Dollar Amount of Budget Transfers Between Program Areas Made by Community Colleges ............................................................................................................................... ....................... 74 Measure C: Average Nine- Month Faculty Salaries as a Percentage of the SREB Average............................... 75 Measure D: Retention Rate for Full- Time Faculty With Less than Five Years of Experience............................ 77 Measure E: Number of Faculty and Staff Participating in Professional Development Activities ...................... 78 Measure F: Percentage of Facilities Meeting the “ Satisfactory” Building Condition......................................... 80 Measure G: Ratio of Occupational Extension FTE Dollar Allotment to Curriculum FTE Dollar Allotment...................................................................................................................... ................................................... 81 FACTOR V: TECHNOLOGY..................................................................................................................... ................ 83 Measure A: Number of Colleges Participating in the NC Virtual Learning Community...................................... 84 Measure B: Number of Colleges Connected to the North Carolina Information Highway................................. 85 Measure C: Number of Colleges Possessing the FCC License for Wireless Cable Systems ............................. 86 Measure D: Number of Courses and Programs Offered Via Telecourse, Wireless Cable, the Internet, Two- Way Video, etc............................................................................................................................ .......................... 87 Measure E: Number of Courses Offered Through the NC Virtual Learning Community .................................... 88 Measure F: Enrollment in Courses Offered Through the NC Virtual Learning Community................................ 89 CRITICAL SUCCESS FACTORS FOR THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Thirteenth 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 thirteenth annual report on the critical success factors is the result of a process undertaken 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, 2001- 2002 Factor I: Core Indicators of Student Success A. Progress of basic skills students B. Passing rates on licensure & certification exams C. Goal completion for program completers 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 retention and graduation J. Employer satisfaction with graduates K. Client satisfacton with customized training L. Program unduplicated headcount enrollment Factor II: Workforce Development A. Percentage of high demand occupations encompassed by training progrms B. Percentage of employers satisfied with NCCCS training programs C. Percentage of Tech Prep students enrolling in a community college D. Number of employers & trainees served by: NEIT, FIT, Small Business Centers, customized training Factor III: Diverse Populations Learning Needs A. Number and percentage of dropouts annually served by basic skills programs B. Number of GEDS and AHSDs awarded compared to the number of dropouts statewide C. Percentage of basic skills students and recent high school graduates enrolling in a community college D. Unduplicated headcount in English as a Second Language ( ESL) E. Number of under- represented students enrolled per category F. Percentage of students receiving financial aid and amount of aid compared with cost of attendance G. Percentage of population in service area enrolled Factor IV: Resources A. Percentage of college libraries meeting ALA standards B. Total dollar amount of budget transfers between program areas made by community colleges C. Average faculty salaries as a percentage of the SREB average D. Retention rate for full- time faculty with less than five years of experience E. Number of faculty and staff participting in professional development activities F. Percentage of facilities meeting satisfactory building condition G. Ratio of occupational extension FTE dollar allotment to curriculum FTE dollar allotment Factor V: Technology A. Number of colleges participating in the NC virtual learning community B. Number of colleges connected to the North Carolina Information Highway C. Number of colleges possessing the FCC license for wireless cable systems D. Number of courses and programs offered via telecourse, wireless cable, the Internet, two- way video, etc. E. Number of courses offered through the NC virtual learning community F. Enrollment in courses offered through the NC virtual learning community 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 for 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 Retention and Graduation J. Employer Satisfaction With Graduates 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 IS section, 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 2000- 01, 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 64 percent to a high of 94 percent, with the largest range occurring within the category of “ progressing same level.” Four ( 4) colleges that did not meet the standard last year showed a significant improvement in their performance this year even though they did not meet the standard. SYSTEM SUMMARY OF PERCENTAGES IN PROGRESS OF BASIC SKILLS STUDENTS YEAR EXIT, NON-COMPLETER PROGRESSING SAME LEVEL COMPLETED LEVEL OR GOAL ADVANCED NEXT LEVEL COMPOSITE MEASURE ADJUSTED COMPOSITE MEASURE 1997- 98 24% 30% 35% 11% NA NA 1998- 99 24% 26% 37% 13% 76% 78% 1999- 00 21% 23% 43% 13% 79% 79% 2000- 01 22% 50% 11% 17% 78% NA PROGRESS OF BASIC SKILLS STUDENTS, 2000- 2001 COLLEGE TOTAL FTE TOTAL SERVED IN LITERACY COMPLETED A LEVEL PROGRESSING SAME LEVEL EXIT NON-COMPLETERS MOVED TO A HIGHER LEVEL COMPOSITE PROGRESS MEASURE Alamance CC 2,613 3,197 15% 71% 7% 7% 93% Asheville- Buncombe TCC 4,529 4,417 8% 48% 25% 19% 75% Beaufort County CC 1,662 1,361 7% 53% 24% 17% 76% Bladen CC 1,008 970 6% 65% 9% 21% 91% Blue Ridge CC 2,020 1,291 15% 37% 14% 34% 86% Brunswick CC 1,106 848 12% 44% 27% 17% 73% Caldwell CC & TI 3,101 3,015 15% 49% 21% 15% 79% Cape Fear CC 4,952 2,705 14% 41% 25% 20% 75% Carteret CC 1,513 884 17% 46% 18% 19% 82% Catawba Valley CC 3,393 4,118 10% 59% 22% 10% 78% Central Carolina CC 4,442 5,182 13% 47% 27% 12% 73% Central Piedmont CC 10,950 11,277 14% 47% 24% 16% 76% Cleveland CC 1,895 800 17% 64% 8% 11% 92% Coastal Carolina CC 3,992 5,835 16% 53% 17% 14% 83% College of The Albemarle 2,015 2,714 19% 55% 18% 8% 82% Craven CC 2,206 1,414 11% 61% 14% 14% 86% Davidson County CC 2,600 3,088 9% 43% 14% 34% 86% Durham TCC 3,544 4,391 9% 40% 34% 16% 66% Edgecombe CC 1,893 2,283 12% 60% 19% 9% 81% Fayetteville TCC 8,248 6,507 6% 60% 20% 14% 80% Forsyth TCC 5,152 5,897 8% 48% 20% 25% 80% Gaston College 3,623 4,007 13% 35% 35% 17% 65% Guilford TCC 6,996 8,424 9% 58% 27% 7% 73% Halifax CC 1,430 1,457 7% 53% 9% 32% 91% Haywood CC 1,549 1,134 4% 54% 16% 26% 84% Isothermal CC 1,962 1,737 8% 57% 19% 16% 81% James Sprunt CC 1,244 910 10% 50% 7% 32% 93% Johnston CC 2,992 1,987 10% 56% 32% 2% 68% Lenoir CC 2,474 2,476 11% 53% 23% 13% 77% Martin CC 923 1,059 11% 66% 9% 15% 91% Mayland CC 1,211 1,191 21% 30% 18% 30% 82% McDowell TCC 1,158 954 10% 47% 22% 20% 78% Mitchell CC 1,870 1,219 14% 38% 11% 37% 89% Montgomery CC 662 665 5% 54% 33% 8% 67% Nash CC 2,066 1,889 12% 58% 20% 10% 80% Pamlico CC 416 379 7% 49% 22% 22% 78% Piedmont CC 1,770 2,120 7% 59% 19% 14% 81% Pitt CC 4,463 2,700 10% 58% 25% 7% 75% Randolph CC 2,042 2,098 3% 73% 7% 17% 93% Richmond CC 1,830 3,372 7% 47% 17% 29% 83% Roanoke- Chowan CC 942 761 12% 49% 22% 17% 78% Robeson CC 2,794 2,041 14% 46% 22% 18% 78% Rockingham CC 1,904 1,668 10% 49% 23% 18% 77% Rowan- Cabarrus CC 3,742 3,356 14% 38% 36% 12% 64% Sampson CC 1,426 1,196 9% 38% 30% 23% 70% Sandhills CC 3,195 2,238 8% 53% 21% 18% 79% South Piedmont CC 1,652 2,482 18% 29% 24% 29% 76% Southeastern CC 2,242 1,519 10% 49% 24% 17% 76% Southwestern CC 1,977 1,617 11% 45% 21% 23% 79% Stanly CC 1,516 1,434 22% 47% 25% 7% 75% Surry CC 2,903 2,206 12% 41% 27% 21% 73% Tri- County CC 1,104 489 15% 46% 7% 32% 93% Vance- Granville CC 3,630 3,848 15% 38% 25% 21% 75% Wake TCC 8,550 9,434 8% 45% 31% 16% 69% Wayne CC 3,149 3,308 20% 45% 6% 29% 94% Western Piedmont CC 2,380 3,460 11% 52% 18% 19% 82% Wilkes CC 2,370 2,158 9% 60% 18% 13% 82% Wilson TCC 1,757 1,884 8% 43% 34% 15% 66% System Totals 160,747 157,071 11% 50% 22% 17% 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 2000- 2001, 45 community colleges met or exceeded the aggregate institutional passing rate of 80 percent, and 26 community colleges met the minimum accepted performance level of 70 percent on all reported licensure examinations. Twenty- six ( 26) community colleges met both standards and thus met the overall requirement for the measure “ passing rates on licensure and certification examinations.” Five ( 5) colleges that did not meet the standard this year demonstrated significant improvement over last year's reported performance. * Data were not available for Insurance and Real Estate. 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 46 96 Airframe 1 41 93 Power Plant 42 100 Basic Law Enforcement Trng. 1,374 81 Cosmetic Arts Apprentice 394 92 Cosmetology 381 77 Cosmetology Teacher 6 100 Manicurist Esthetics 275 91 87 79 Dental Hygiene 170 98 Emergency Medical Technician ( EMT) EMT 2,493 80 EMT- D 918 94 EMT- I 679 74 EMT- P 378 90 EMD 55 91 Insurance Life and Health Data not available Property and Liability Data not available Medicaid/ Medicare Supp. Data not available Nursing RN 1,386 87 PN 708 93 Opticianry 4 50 Physical Therapist Assistant 107 82 Radiologic Technology Nuclear Medicine Technology 8 100 Radiation Therapy Technology 8 75 Radiography 218 95 Real Estate Broker Data not available Sales Data not available Veterinary Medical Technology 49 86 AGGREGATE INSTITUTIONAL PASSING RATE AND NUMBER OF EXAMS WITH A PASSING RATE < 70% COLLEGE TOTAL FTE TOTAL NUMBER OF TEST TAKERS TOTAL NUMBER PASSING AGGREGATE INSTITUTIONAL PASSING RATE NUMBER OF EXAMS WITH A PASSING RATE < 70% Alamance CC 2,613 166 140 84% 1 Asheville- Buncombe TCC 4,529 280 272 97% 1 Beaufort County CC 1,662 93 67 72% 1 Bladen CC 1,008 61 52 85% 0 Blue Ridge CC 2,020 179 154 86% 0 Brunswick CC 1,106 131 93 71% 3 Caldwell CC & TI 3,101 206 183 89% 0 Cape Fear CC 4,952 268 245 91% 0 Carteret CC 1,513 120 105 88% 2 Catawba Valley CC 3,393 150 134 89% 0 Central Carolina CC 4,442 303 235 78% 4 Central Piedmont CC 10,950 366 342 93% 0 Cleveland CC 1,895 123 106 86% 1 Coastal Carolina CC 3,992 214 196 92% 0 College of The Albemarle 2,015 209 188 90% 0 Craven CC 2,206 177 153 86% 0 Davidson County CC 2,600 266 214 81% 2 Durham TCC 3,544 228 188 83% 0 Edgecombe CC 1,893 53 38 72% 1 Fayetteville TCC 8,248 246 226 92% 0 Forsyth TCC 5,152 302 276 91% 0 Gaston College 3,623 280 245 88% 0 Guilford TCC 6,996 525 475 91% 1 Halifax CC 1,430 47 36 77% 1 Haywood CC 1,549 112 91 81% 2 Isothermal CC 1,962 121 90 74% 1 James Sprunt CC 1,244 111 90 81% 1 Johnston CC 2,992 181 151 83% 2 Lenoir CC 2,474 186 155 83% 1 Martin CC 923 68 50 74% 2 Mayland CC 1,211 92 79 86% 0 McDowell TCC 1,158 87 66 76% 1 Mitchell CC 1,870 147 130 88% 0 Montgomery CC 662 51 40 78% 1 Nash CC 2,066 123 102 83% 1 Pamlico CC 416 17 14 82% 0 Piedmont CC 1,770 35 32 91% 0 Pitt CC 4,463 205 164 80% 1 Randolph CC 2,042 114 90 79% 1 Richmond CC 1,830 39 34 87% 0 Roanoke- Chowan CC 942 51 35 69% 1 Robeson CC 2,794 194 134 69% 2 Rockingham CC 1,904 140 114 81% 1 Rowan- Cabarrus CC 3,742 313 258 82% 2 Sampson CC 1,426 158 140 89% 0 Sandhills CC 3,195 238 224 95% 0 South Piedmont CC 1,652 125 108 86% 0 Southeastern CC 2,242 180 165 92% 0 Southwestern CC 1,977 152 126 83% 1 Stanly CC 1,516 159 128 81% 1 Surry CC 2,903 192 170 89% 0 Tri- County CC 1,104 104 87 84% 0 Vance- Granville CC 3,630 193 164 85% 1 Wake TCC 8,550 326 282 87% 1 Wayne CC 3,149 199 175 88% 0 Western Piedmont CC 2,380 129 115 89% 1 Wilkes CC 2,370 97 83 86% 0 Wilson TCC 1,757 81 59 73% 1 System Totals 160,747 9,713 8,308 86% 10 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 -- AVIATION-- FIRST- TIME TEST TAKERS GENERAL AIRFRAME POWER PLANT # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 Cape Fear CC 4,952 Carteret CC 1,513 Catawba Valley CC 3,393 Central Carolina CC 4,442 Central Piedmont CC 10,950 Cleveland CC 1,895 Coastal Carolina CC 3,992 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 Edgecombe CC 1,893 Fayetteville TCC 8,248 Forsyth TCC 5,152 Gaston College 3,623 Guilford TCC 6,996 33 94 33 91 35 100 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 Lenoir CC 2,474 Martin CC 923 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 Sampson CC 1,426 Sandhills CC 3,195 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 Stanly CC 1,516 Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 Wake TCC 8,550 Wayne CC 3,149 13 100 * * * * Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 46 96 41 93 42 100 COLLEGE TOTAL FTE * Number of test takers too small to report without violating students' privacy. 11 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 -- BASIC LAW ENFORCEMENT TRAINING-- FIRST- TIME TEST TAKERS BLET # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 55 46 Beaufort County CC 1,662 24 38 Bladen CC 1,008 * * Blue Ridge CC 2,020 29 83 Brunswick CC 1,106 26 65 Caldwell CC & TI 3,101 21 76 Cape Fear CC 4,952 57 84 Carteret CC 1,513 10 60 Catawba Valley CC 3,393 21 91 Central Carolina CC 4,442 38 55 Central Piedmont CC 10,950 27 100 Cleveland CC 1,895 15 100 Coastal Carolina CC 3,992 28 86 College of The Albemarle 2,015 27 78 Craven CC 2,206 30 87 Davidson County CC 2,600 56 89 Durham TCC 3,544 16 94 Edgecombe CC 1,893 Fayetteville TCC 8,248 44 90 Forsyth TCC 5,152 20 90 Gaston College 3,623 47 94 Guilford TCC 6,996 28 100 Halifax CC 1,430 15 60 Haywood CC 1,549 Isothermal CC 1,962 24 71 James Sprunt CC 1,244 * * Johnston CC 2,992 25 52 Lenoir CC 2,474 37 87 Martin CC 923 12 83 Mayland CC 1,211 15 93 McDowell TCC 1,158 * * Mitchell CC 1,870 26 92 Montgomery CC 662 * * Nash CC 2,066 19 79 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 44 91 Randolph CC 2,042 26 73 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 25 84 Rockingham CC 1,904 20 95 Rowan- Cabarrus CC 3,742 37 70 Sampson CC 1,426 27 100 Sandhills CC 3,195 56 96 South Piedmont CC 1,652 32 94 Southeastern CC 2,242 * * Southwestern CC 1,977 20 95 Stanly CC 1,516 34 47 Surry CC 2,903 38 92 Tri- County CC 1,104 Vance- Granville CC 3,630 36 86 Wake TCC 8,550 53 74 Wayne CC 3,149 31 81 Western Piedmont CC 2,380 26 96 Wilkes CC 2,370 17 82 Wilson TCC 1,757 27 93 System Totals 160,747 1,374 81 COLLEGE TOTAL FTE * Number of test takers too small to report without violating students' privacy. 12 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 -- COSMETIC ARTS-- FIRST- TIME TEST TAKERS # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 34 97 * * Asheville- Buncombe TCC 4,529 Beaufort County CC 1,662 * * * * * * Bladen CC 1,008 * * Blue Ridge CC 2,020 21 100 * * 13 77 10 100 Brunswick CC 1,106 * * Caldwell CC & TI 3,101 * * * * 15 93 Cape Fear CC 4,952 14 100 * * 22 96 Carteret CC 1,513 * * 12 67 * * Catawba Valley CC 3,393 Central Carolina CC 4,442 35 97 11 64 27 56 30 77 Central Piedmont CC 10,950 Cleveland CC 1,895 10 80 * * Coastal Carolina CC 3,992 23 78 * * * * College of The Albemarle 2,015 * * * * Craven CC 2,206 21 81 * * 13 100 Davidson County CC 2,600 * * 24 96 13 100 * * Durham TCC 3,544 Edgecombe CC 1,893 * * 15 60 * * Fayetteville TCC 8,248 Forsyth TCC 5,152 Gaston College 3,623 Guilford TCC 6,996 17 88 10 90 * * * * Halifax CC 1,430 * * * * Haywood CC 1,549 13 92 * * 19 79 * * Isothermal CC 1,962 * * * * * * * * James Sprunt CC 1,244 * * * * * * * * Johnston CC 2,992 35 86 * * 10 100 13 46 Lenoir CC 2,474 11 82 11 64 22 91 Martin CC 923 * * Mayland CC 1,211 * * * * * * McDowell TCC 1,158 * * * * * * * * Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 * * * * 11 82 Pamlico CC 416 Piedmont CC 1,770 * * * * Pitt CC 4,463 28 75 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 * * Robeson CC 2,794 * * 16 69 * * Rockingham CC 1,904 12 100 Rowan- Cabarrus CC 3,742 10 100 13 62 15 93 Sampson CC 1,426 16 100 * * * * * * Sandhills CC 3,195 13 92 15 87 10 100 South Piedmont CC 1,652 Southeastern CC 2,242 24 96 * * * * * * Southwestern CC 1,977 14 100 Stanly CC 1,516 14 100 * * 12 100 * * Surry CC 2,903 16 100 * * Tri- County CC 1,104 * * 10 80 * * Vance- Granville CC 3,630 20 80 26 65 * * Wake TCC 8,550 Wayne CC 3,149 Western Piedmont CC 2,380 Wilkes CC 2,370 * * 19 74 * * * * Wilson TCC 1,757 System Totals 160,747 394 92 381 77 6 100 275 87 91 79 COLLEGE TOTAL APPRENTICE COSMETOLOGY COS. TEACHER MANICURIST ESTHETICS FTE * Number of test takers too small to report without violating students' privacy. 13 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 DENTAL HYGIENE-- PHYSICAL THERAPIST ASSISTANT FIRST- TIME TEST TAKERS DENTAL HYGIENE PHY. THERAPIST ASST. # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 18 100 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 * * Cape Fear CC 4,952 12 100 Carteret CC 1,513 Catawba Valley CC 3,393 15 87 Central Carolina CC 4,442 Central Piedmont CC 10,950 35 97 18 83 Cleveland CC 1,895 Coastal Carolina CC 3,992 13 100 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 Edgecombe CC 1,893 Fayetteville TCC 8,248 19 100 * * Forsyth TCC 5,152 Gaston College 3,623 Guilford TCC 6,996 35 97 11 64 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 Lenoir CC 2,474 Martin CC 923 39 80 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 11 100 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 Sampson CC 1,426 Sandhills CC 3,195 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 * * Stanly CC 1,516 * * Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 Wake TCC 8,550 Wayne CC 3,149 23 100 Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 170 98 107 82 COLLEGE TOTAL FTE * Number of test takers too small to report without violating students' privacy. 14 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2001 -- EMERGENCY MEDICAL TECHNICIAN ( EMT)-- FIRST- TIME TEST TAKERS EMT EMT- D EMT- I EMT- P EMD # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 35 69 13 100 15 73 18 78 Asheville- Buncombe TCC 4,529 57 95 25 96 16 81 * * * * Beaufort County CC 1,662 29 76 13 77 Bladen CC 1,008 17 71 * * * * Blue Ridge CC 2,020 41 81 27 100 * * Brunswick CC 1,106 32 66 29 52 15 100 Caldwell CC & TI 3,101 46 89 15 93 * * 10 80 Cape Fear CC 4,952 36 89 36 89 26 89 14 100 Carteret CC 1,513 28 96 15 73 18 100 Catawba Valley CC 3,393 45 80 37 100 * * * * Central Carolina CC 4,442 57 86 10 90 22 41 Central Piedmont CC 10,950 101 90 130 99 14 93 Cleveland CC 1,895 29 79 16 69 12 92 Coastal Carolina CC 3,992 81 98 17 82 * * College of The Albemarle 2,015 47 70 * * Craven CC 2,206 39 80 * * 15 87 * * Davidson County CC 2,600 86 64 25 64 * * Durham TCC 3,544 146 81 Edgecombe CC 1,893 * * * * Fayetteville TCC 8,248 36 94 32 94 20 90 * * Forsyth TCC 5,152 95 89 76 93 * * Gaston College 3,623 70 73 73 97 * * 16 75 Guilford TCC 6,996 189 86 80 95 11 73 * * Halifax CC 1,430 19 84 * * Haywood CC 1,549 16 69 19 58 * * 14 93 Isothermal CC 1,962 39 56 * * * * * * James Sprunt CC 1,244 24 63 * * * * Johnston CC 2,992 * * 25 92 12 83 * * Lenoir CC 2,474 39 85 25 76 13 85 Martin CC 923 19 47 21 91 * * Mayland CC 1,211 21 81 * * McDowell TCC 1,158 24 83 17 35 Mitchell CC 1,870 64 84 * * 13 100 Montgomery CC 662 17 59 * * * * Nash CC 2,066 37 68 12 92 * * 15 100 Pamlico CC 416 * * * * Piedmont CC 1,770 * * * * Pitt CC 4,463 25 76 17 77 Randolph CC 2,042 35 74 * * 14 57 * * Richmond CC 1,830 * * Roanoke- Chowan CC 942 10 60 * * Robeson CC 2,794 41 76 24 92 14 93 * * Rockingham CC 1,904 31 74 15 100 * * 23 61 Rowan- Cabarrus CC 3,742 109 80 20 100 22 68 24 100 Sampson CC 1,426 11 82 40 75 * * Sandhills CC 3,195 31 84 23 96 10 100 16 94 South Piedmont CC 1,652 44 91 22 77 17 77 * * Southeastern CC 2,242 31 90 50 94 12 100 * * Southwestern CC 1,977 58 66 14 86 * * Stanly CC 1,516 22 82 * * 13 69 Surry CC 2,903 54 76 * * 10 100 Tri- County CC 1,104 34 77 19 84 12 100 * * Vance- Granville CC 3,630 24 83 15 93 14 100 Wake TCC 8,550 102 91 42 95 52 67 12 92 Wayne CC 3,149 61 74 15 93 * * Western Piedmont CC 2,380 19 79 11 100 10 60 25 96 Wilkes CC 2,370 17 100 * * * * Wilson TCC 1,757 42 64 * * * * System Totals 160,747 2,493 80 918 94 679 74 378 90 55 91 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. 15 16 Insurance licensing/ certification examination data are not available for 2001. PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2001 -- NURSING-- FIRST- TIME TEST TAKERS PRACTICAL NURSING REGISTERED NURSING # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 27 89 21 90 Asheville- Buncombe TCC 4,529 30 97 58 91 Beaufort County CC 1,662 * * 21 86 Bladen CC 1,008 22 95 Blue Ridge CC 2,020 27 74 Brunswick CC 1,106 23 87 Caldwell CC & TI 3,101 27 100 27 96 Cape Fear CC 4,952 13 92 28 100 Carteret CC 1,513 14 93 Catawba Valley CC 3,393 21 86 Central Carolina CC 4,442 24 100 15 100 Central Piedmont CC 10,950 41 80 Cleveland CC 1,895 * * 25 92 Coastal Carolina CC 3,992 12 100 25 92 College of The Albemarle 2,015 20 80 29 86 Craven CC 2,206 13 92 28 89 Davidson County CC 2,600 11 100 33 97 Durham TCC 3,544 33 88 29 83 Edgecombe CC 1,893 Fayetteville TCC 8,248 22 77 50 94 Forsyth TCC 5,152 22 100 64 86 Gaston College 3,623 19 100 36 89 Guilford TCC 6,996 * * 43 86 Halifax CC 1,430 Haywood CC 1,549 * * 12 92 Isothermal CC 1,962 22 86 James Sprunt CC 1,244 15 80 32 75 Johnston CC 2,992 11 100 21 100 Lenoir CC 2,474 10 100 18 78 Martin CC 923 Mayland CC 1,211 17 94 24 75 McDowell TCC 1,158 21 76 Mitchell CC 1,870 38 89 Montgomery CC 662 21 86 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 * * 10 100 Pitt CC 4,463 20 100 46 67 Randolph CC 2,042 26 92 Richmond CC 1,830 30 97 Roanoke- Chowan CC 942 12 100 12 75 Robeson CC 2,794 25 92 30 67 Rockingham CC 1,904 13 92 19 89 Rowan- Cabarrus CC 3,742 29 97 54 70 Sampson CC 1,426 19 100 28 93 Sandhills CC 3,195 16 94 37 100 South Piedmont CC 1,652 * * Southeastern CC 2,242 10 100 29 86 Southwestern CC 1,977 11 100 * * Stanly CC 1,516 11 100 26 93 Surry CC 2,903 25 96 36 94 Tri- County CC 1,104 * * 12 75 Vance- Granville CC 3,630 10 90 30 90 Wake TCC 8,550 44 98 Wayne CC 3,149 13 92 26 100 Western Piedmont CC 2,380 38 89 Wilkes CC 2,370 22 86 Wilson TCC 1,757 Foothills Nursing Consortium 25 92 NEWH Nursing Consortium * * 57 84 Region A Nursing Consortium** 23 100 31 87 System Totals 160,747 708 93 1,386 87 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. ** Region A Nursing Consortium includes Haywood CC, Southwestern CC, and Tri- County CC. 17 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 OPTICIANRY-- VETERINARY MEDICAL TECHNOLOGY FIRST- TIME TEST TAKERS OPTICIANRY VET. MED. TECH. # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 Cape Fear CC 4,952 Carteret CC 1,513 Catawba Valley CC 3,393 Central Carolina CC 4,442 34 85 Central Piedmont CC 10,950 Cleveland CC 1,895 Coastal Carolina CC 3,992 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 * * Edgecombe CC 1,893 Fayetteville TCC 8,248 Forsyth TCC 5,152 Gaston College 3,623 15 87 Guilford TCC 6,996 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 Lenoir CC 2,474 Martin CC 923 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 Sampson CC 1,426 Sandhills CC 3,195 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 Stanly CC 1,516 Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 Wake TCC 8,550 Wayne CC 3,149 Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 * * 49 86 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. 18 PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 2000- 2001 RADIOGRAPHY-- NUCLEAR MEDICINE TECHNOLOGY-- RADIATION THERAPY TECHNOLOGY FIRST- TIME TEST TAKERS RADIOGRAPHY NUC. MED. TECH. RAD. THER. TECH. # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED Alamance CC 2,613 Asheville- Buncombe TCC 4,529 11 100 Beaufort County CC 1,662 Bladen CC 1,008 Blue Ridge CC 2,020 Brunswick CC 1,106 Caldwell CC & TI 3,101 10 80 * * Cape Fear CC 4,952 * * Carteret CC 1,513 13 92 Catawba Valley CC 3,393 Central Carolina CC 4,442 Central Piedmont CC 10,950 Cleveland CC 1,895 * * Coastal Carolina CC 3,992 College of The Albemarle 2,015 Craven CC 2,206 Davidson County CC 2,600 Durham TCC 3,544 Edgecombe CC 1,893 17 100 Fayetteville TCC 8,248 13 100 Forsyth TCC 5,152 29 100 * * * * Gaston College 3,623 Guilford TCC 6,996 Halifax CC 1,430 Haywood CC 1,549 Isothermal CC 1,962 James Sprunt CC 1,244 Johnston CC 2,992 16 100 Lenoir CC 2,474 Martin CC 923 Mayland CC 1,211 McDowell TCC 1,158 Mitchell CC 1,870 Montgomery CC 662 Nash CC 2,066 Pamlico CC 416 Piedmont CC 1,770 Pitt CC 4,463 18 83 * * * * Randolph CC 2,042 Richmond CC 1,830 Roanoke- Chowan CC 942 Robeson CC 2,794 Rockingham CC 1,904 Rowan- Cabarrus CC 3,742 17 82 Sampson CC 1,426 Sandhills CC 3,195 11 100 South Piedmont CC 1,652 Southeastern CC 2,242 Southwestern CC 1,977 14 93 Stanly CC 1,516 Surry CC 2,903 Tri- County CC 1,104 Vance- Granville CC 3,630 10 100 Wake TCC 8,550 21 100 Wayne CC 3,149 Western Piedmont CC 2,380 Wilkes CC 2,370 Wilson TCC 1,757 System Totals 160,747 218 95 8 100 8 75 COLLEGE TOTAL FTE * Number too small to report without violating students' privacy. 19 20 Real Estate licensing/ certification examination data are not available for 2000- 2001. 21 CORE INDICATORS OF SUCCESS MEASURE C: Goal Completion for 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. Performance Standard C The performance standard for percent of completers who achieve their goal is 95 percent. This measure is a required performance funding measure. Results C For 2000- 2001, 57 community colleges met the performance standard. One ( 1) college made significant improvement, although it did not meet the performance standard. The system average was 99 percent. PERCENT OF COMPLETERS WHO REPORT MEETING THEIR GOAL FOR ATTENDING A COMMUNITY COLLEGE, 2000- 2001 COLLEGE TOTAL FTE NUMBER OF RESPONSES PERCENT COMPLETED GOAL Alamance CC 2,613 241 100 Asheville- Buncombe TCC 4,529 294 100 Beaufort County CC 1,662 121 100 Bladen CC 1,008 67 100 Blue Ridge CC 2,020 149 99 Brunswick CC 1,106 74 100 Caldwell CC & TI 3,101 366 99 Cape Fear CC 4,952 739 98 Carteret CC 1,513 88 99 Catawba Valley CC 3,393 366 95 Central Carolina CC 4,442 360 99 Central Piedmont CC 10,950 364 99 Cleveland CC 1,895 162 100 Coastal Carolina CC 3,992 435 99 College of The Albemarle 2,015 195 98 Craven CC 2,206 119 98 Davidson County CC 2,600 172 98 Durham TCC 3,544 207 98 Edgecombe CC 1,893 103 100 Fayetteville TCC 8,248 693 100 Forsyth TCC 5,152 374 99 Gaston College 3,623 446 100 Guilford TCC 6,996 276 99 Halifax CC 1,430 114 100 Haywood CC 1,549 138 99 Isothermal CC 1,962 188 99 James Sprunt CC 1,244 146 100 Johnston CC 2,992 158 100 Lenoir CC 2,474 258 98 Martin CC 923 91 99 Mayland CC 1,211 113 100 McDowell TCC 1,158 117 100 Mitchell CC 1,870 132 100 Montgomery CC 662 84 100 Nash CC 2,066 103 99 Pamlico CC 416 54 93 Piedmont CC 1,770 104 100 Pitt CC 4,463 213 98 Randolph CC 2,042 262 98 Richmond CC 1,830 191 100 Roanoke- Chowan CC 942 104 95 Robeson CC 2,794 174 99 Rockingham CC 1,904 177 100 Rowan- Cabarrus CC 3,742 182 97 Sampson CC 1,426 88 99 Sandhills CC 3,195 412 99 South Piedmont CC 1,652 58 100 Southeastern CC 2,242 105 99 Southwestern CC 1,977 166 99 Stanly CC 1,516 184 99 Surry CC 2,903 283 99 Tri- County CC 1,104 89 100 Vance- Granville CC 3,630 182 99 Wake TCC 8,550 389 98 Wayne CC 3,149 296 99 Western Piedmont CC 2,380 211 100 Wilkes CC 2,370 170 99 Wilson TCC 1,757 124 100 System Totals 160,747 12,271 99 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 95 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: 24 compute the difference between the state's average annual unemployment rate and 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 95 percent. This measure is a required performance funding measure. Results C Data on 18,040 graduates for the 1999- 00 academic year were collected. The System average employment rate was 97.77 percent. All 58 community colleges met the adjusted standard for their school. PERCENT OF 1999- 00 GRADUATES EMPLOYED WITHIN ONE YEAR OF COMPLETION COLLEGE TOTAL FTE PERFORMANCE STANDARD ADJUSTED FOR LOCAL UNEMPLOYMENT* NUMBER OF GRADUATES ( minus inmates and missing students) PERCENT OF 1999- 00 GRADUATES EMPLOYED WITHIN ONE YEAR OF GRADUATING Alamance CC 2,613 95 618 97.25 Asheville- Buncombe TCC 4,529 96 430 97.44 Beaufort County CC 1,662 93 176 98.30 Bladen CC 1,008 94 72 95.83 Blue Ridge CC 2,020 95 159 98.11 Brunswick CC 1,106 94 136 98.53 Caldwell CC & TI 3,101 96 392 98.98 Cape Fear CC 4,952 94 572 97.73 Carteret CC 1,513 95 179 98.32 Catawba Valley CC 3,393 96 311 97.75 Central Carolina CC 4,442 95 605 96.69 Central Piedmont CC 10,950 96 661 98.49 Cleveland CC 1,895 94 290 97.93 Coastal Carolina CC 3,992 95 439 96.36 College of The Albemarle 2,015 94 246 98.37 Craven CC 2,206 95 325 96.92 Davidson County CC 2,600 95 405 98.52 Durham TCC 3,544 96 340 99.12 Edgecombe CC 1,893 92 124 99.19 Fayetteville TCC 8,248 95 686 98.40 Forsyth TCC 5,152 96 599 98.50 Gaston College 3,623 95 467 96.15 Guilford TCC 6,996 95 583 98.11 Halifax CC 1,430 93 184 99.46 Haywood CC 1,549 94 195 94.87 Isothermal CC 1,962 94 221 96.83 James Sprunt CC 1,244 93 275 97.09 Johnston CC 2,992 96 636 98.11 Lenoir CC 2,474 94 250 97.60 Martin CC 923 93 119 94.96 Mayland CC 1,211 94 122 96.72 McDowell TCC 1,158 95 130 99.23 Mitchell CC 1,870 95 235 100.00 Montgomery CC 662 95 102 96.08 Nash CC 2,066 94 161 98.76 Pamlico CC 416 95 51 98.04 Piedmont CC 1,770 95 278 99.64 Pitt CC 4,463 94 508 98.03 Randolph CC 2,042 95 245 99.18 Richmond CC 1,830 93 218 97.25 Roanoke- Chowan CC 942 94 139 98.56 Robeson CC 2,794 93 289 98.27 Rockingham CC 1,904 94 242 97.52 Rowan- Cabarrus CC 3,742 96 343 96.21 Sampson CC 1,426 94 154 98.05 Sandhills CC 3,195 95 288 97.92 South Piedmont CC 1,652 95 151 99.34 Southeastern CC 2,242 93 200 98.50 Southwestern CC 1,977 92 230 98.70 Stanly CC 1,516 95 289 98.62 Surry CC 2,903 95 507 98.03 Tri- County CC 1,104 93 97 96.91 Vance- Granville CC 3,630 94 328 95.73 Wake TCC 8,550 96 899 97.55 Wayne CC 3,149 95 286 97.55 Western Piedmont CC 2,380 95 305 97.70 Wilkes CC 2,370 94 307 95.44 Wilson TCC 1,757 93 241 96.68 System Totals 160,747 95 18,040 97.77 * Colleges must meet or exceed this adjusted standard. 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 Performance of community college transfer students will be equivalent to the performance of native UNC sophomores and juniors: 82. 9 percent of the 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 Data reported are for students who left a community college in 1998- 99. 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 at a UNC institution once the students have transferred. Data on both associate degree recipients and the students who transferred to UNC institutions with 24 or more semester hours at community colleges were reported. 27 For students who completed an AA, AS or AFA degree in 1998- 99 and transferred to a UNC institution within two years, 85.8 percent had a GPA equal to or greater than 2.0 after two semesters at a public university. For those students who completed 24 or more semester hours in community colleges and transferred to a UNC institution, 79 percent had a GPA equal to or greater than 2.0 after two semesters at a public university. When the data for both groups are combined, 80.6 percent of the transfers had a GPA equal to or greater than 2.0 after two semesters at a UNC institution. Seventeen ( 17) community colleges met the 82.9 percent performance standard, with 24 additional colleges showing significant improvement over last year's performance. PERCENT OF 1998- 99 COLLEGE TRANSFER STUDENTS WITH A GPA OF > = 2.0 AFTER TWO SEMESTERS AT A UNC INSTITUTION NUMBER PERCENT >= 2.0 NUMBER PERCENT >= 2.0 NUMBER PERCENT >= 2.0 Alamance CC 2,613 ** ** ** ** ** ** Asheville- Buncombe TCC 4,529 68 92.7% 24 95.8% 92 93.5% Beaufort County CC 1,662 18 77.8% ** ** 25 76.0% Bladen CC 1,008 ** ** 17 82.4% 17 82.4% Blue Ridge CC 2,020 37 89.2% ** ** 41 90.3% Brunswick CC 1,106 21 66.7% 11 81.8% 32 71.9% Caldwell CC & TI 3,101 108 83.3% 28 92.9% 136 85.3% Cape Fear CC 4,952 261 72.8% 89 82.0% 350 75.1% Carteret CC 1,513 16 75.0% ** ** 19 78.9% Catawba Valley CC 3,393 88 83.0% 12 66.7% 100 81.0% Central Carolina CC 4,442 44 86.4% 16 81.3% 60 85.0% Central Piedmont CC 10,950 230 78.7% 73 84.9% 303 80.2% Cleveland CC 1,895 23 73.9% ** ** 30 80.0% Coastal Carolina CC 3,992 153 84.3% 63 84.1% 216 84.2% College of The Albemarle 2,015 51 94.1% 37 97.3% 88 95.4% Craven CC 2,206 107 78.5% 30 63.3% 137 75.2% Davidson County CC 2,600 ** ** 21 71.4% 21 71.4% Durham TCC* 3,544 150 75.3% 20 100.0% 170 78.2% Edgecombe CC 1,893 14 71.4% ** ** 17 70.6% Fayetteville TCC 8,248 91 87.9% 38 89.5% 129 88.4% Forsyth TCC 5,152 88 71.6% 13 100.0% 101 75.3% Gaston College* 3,623 116 71.6% 61 75.4% 177 72.9% Guilford TCC 6,996 62 77.4% 21 85.7% 83 79.5% Halifax CC 1,430 17 70.6% ** ** 17 70.6% Haywood CC 1,549 22 77.3% 13 92.3% 35 82.9% Isothermal CC 1,962 41 85.4% 19 100.0% 60 90.0% James Sprunt CC 1,244 20 75.0% 11 63.6% 31 71.0% Johnston CC 2,992 62 74.2% 13 76.9% 75 74.7% Lenoir CC 2,474 85 81.2% 26 84.6% 111 82.0% Martin CC 923 11 81.8% ** ** 15 80.0% Mayland CC 1,211 16 87.5% ** ** 24 87.5% McDowell TCC 1,158 19 68.4% 12 83.3% 31 74.2% Mitchell CC 1,870 51 76.5% 12 100.0% 63 81.0% Montgomery CC 662 ** ** ** ** ** ** Nash CC 2,066 57 77.2% 18 94.4% 75 81.3% Pamlico CC 416 ** ** ** ** ** ** Piedmont CC 1,770 ** ** ** ** 16 93.8% Pitt CC 4,463 157 76.4% 26 88.5% 183 78.1% Randolph CC 2,042 44 84.1% ** ** 48 81.3% Richmond CC 1,830 29 69.0% ** ** 34 70.6% Roanoke- Chowan CC 942 ** ** ** ** ** ** Robeson CC 2,794 20 80.0% ** ** 20 80.0% Rockingham CC 1,904 64 76.6% 28 92.9% 92 81.6% Rowan- Cabarrus CC 3,742 60 71.7% 16 93.8% 76 76.4% Sampson CC 1,426 29 72.4% ** ** 29 72.4% Sandhills CC 3,195 114 74.6% 30 83.3% 144 76.4% South Piedmont CC 1,652 ** ** ** ** ** ** Southeastern CC 2,242 56 87.5% 17 100.0% 73 90.4% Southwestern CC 1,977 31 71.0% 11 63.6% 42 69.1% Stanly CC 1,516 19 73.7% ** ** 28 75.0% Surry CC* 2,903 127 85.0% 66 84.8% 193 85.0% Tri- County CC 1,104 20 95.0% ** ** 27 96.3% Vance- Granville CC 3,630 30 86.7% 12 91.7% 42 88.1% Wake TCC 8,550 324 82.7% 44 88.6% 368 83.4% Wayne CC 3,149 105 76.2% 23 91.3% 128 78.9% Western Piedmont CC 2,380 90 71.1% 35 85.7% 125 75.2% Wilkes CC 2,370 46 87.0% 16 93.8% 62 88.8% Wilson TCC 1,757 13 69.3% ** ** 22 81.9% System Totals 160,747 3,547 79.0% 1,099 85.8% 4,646 80.6% COLLEGE TOTAL 24 OR MORE SEMESTER HOURS ASSOCIATE DEGREE RECIPIENT TOTAL FTE * Includes data collected from private colleges and universities. 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 Eighty percent ( 80%) of the students who completed a developmental course( s) had a grade of “ C” or better. Fifty- two ( 52) colleges met the performance standard. Three ( 3) colleges improved significantly, although they did not meet the standard. PASSING RATES OF STUDENTS IN DEVELOPMENTAL COURSES, 2000- 2001 # Completed % Passed # Completed % Passed # Completed % Passed # Completed % Passed Alamance CC 2,613 381 88 661 74 1,042 79 Asheville- Buncombe TCC 4,529 343 92 910 85 259 97 1,512 89 Beaufort County CC 1,662 138 70 285 71 139 62 562 69 Bladen CC 1,008 136 84 193 87 68 90 397 86 Blue Ridge CC 2,020 262 87 609 80 93 84 964 82 Brunswick CC 1,106 211 60 421 67 632 65 Caldwell CC & TI 3,101 323 82 797 81 261 83 1,381 82 Cape Fear CC 4,952 759 90 1,376 85 2,135 87 Carteret CC 1,513 249 95 565 84 191 93 1,005 88 Catawba Valley CC 3,393 430 89 1,244 79 503 80 2,177 81 Central Carolina CC 4,442 274 66 553 81 315 40 1,142 66 Central Piedmont CC 10,950 1,790 91 2,233 87 1,116 86 5,139 88 Cleveland CC 1,895 124 94 467 90 109 95 700 91 Coastal Carolina CC 3,992 446 92 1,229 68 300 87 1,975 76 College of The Albemarle 2,015 226 94 605 93 145 90 976 93 Craven CC 2,206 378 84 870 80 124 87 1,372 82 Davidson County CC 2,600 206 90 643 72 209 85 1,058 78 Durham TCC 3,544 772 84 1,327 67 704 68 2,803 72 Edgecombe CC 1,893 483 83 396 70 879 77 Fayetteville TCC 8,248 995 82 3,148 77 307 84 4,450 79 Forsyth TCC 5,152 424 90 976 86 432 90 1,832 88 Gaston College 3,623 434 78 1,139 80 337 83 1,910 80 Guilford TCC 6,996 440 85 1,454 77 255 91 2,149 80 Halifax CC 1,430 217 75 322 59 28 64 567 65 Haywood CC 1,549 116 88 444 76 53 83 613 79 Isothermal CC 1,962 172 83 787 85 82 85 1,041 85 James Sprunt CC 1,244 189 75 283 67 123 88 595 74 Johnston CC 2,992 201 91 460 78 153 89 814 83 Lenoir CC 2,474 257 93 607 80 276 95 1,140 87 Martin CC 923 121 77 247 80 82 85 450 80 Mayland CC 1,211 78 78 191 72 88 72 357 73 McDowell TCC 1,158 115 93 321 89 112 95 548 91 Mitchell CC 1,870 353 72 574 81 274 84 1,201 79 Montgomery CC 662 76 83 156 69 29 93 261 76 Nash CC 2,066 505 88 718 66 243 85 1,466 77 Pamlico CC 416 28 64 94 78 122 75 Piedmont CC 1,770 182 84 216 78 65 91 463 82 Pitt CC 4,463 1,015 84 3,156 76 4,171 78 Randolph CC 2,042 139 76 514 65 63 68 716 67 Richmond CC 1,830 286 79 355 63 277 80 918 73 Roanoke- Chowan CC 942 313 76 457 75 231 92 1,001 79 Robeson CC 2,794 419 76 734 74 415 80 1,568 76 Rockingham CC 1,904 200 89 677 76 146 69 1,023 78 Rowan- Cabarrus CC 3,742 424 77 1,070 90 276 87 1,770 86 Sampson CC 1,426 221 90 501 82 251 86 973 85 Sandhills CC 3,195 732 77 1,039 63 388 85 2,159 72 South Piedmont CC 1,652 276 84 459 70 137 79 872 76 Southeastern CC 2,242 250 61 573 68 402 77 1,225 70 Southwestern CC 1,977 142 72 335 71 103 83 580 73 Stanly CC 1,516 139 94 195 88 334 90 Surry CC 2,903 236 83 822 79 205 98 1,263 83 Tri- County CC 1,104 101 92 127 93 234 91 Vance- Granville CC 3,630 713 64 1,101 68 497 65 2,311 66 Wake TCC 8,550 836 73 1,948 78 558 90 3,342 79 Wayne CC 3,149 404 91 1,058 89 339 95 1,801 91 Western Piedmont CC 2,380 324 92 542 83 868 86 Wilkes CC 2,370 315 82 514 74 141 82 970 78 Wilson TCC 1,757 320 82 454 69 191 85 965 76 System Totals 160,747 20,639 83 44,152 78 12,103 83 76,894 80 COLLEGE TOTAL ENGLISH TOTAL FTE MATH READING 30 31 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 was developed by the Information Services Section of the North Carolina Community College System Office that will provide grade information on students who successfully completed developmental courses and ( 1) entered college- level courses and ( 2) on students who are enrolled in college- level courses without having been required to take developmental courses. The performance of these groups was 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 Eighty- six percent ( 86%) of the students who completed a developmental course( s) had a grade of “ C” or better in subsequent college- level courses, whereas 85 percent of the non- developmental students performed at the same level. A statistical analysis revealed that 40 colleges met the standard: no significant difference between the developmental students and non- developmental students in the performance of subsequent college- level courses. PERFORMANCE OF DEVELOPMENTAL STUDENTS IN SUBSEQUENT COLLEGE- LEVEL COURSES, 2000- 2001 DEVELOPMENTAL NON- DEVELOPMENTAL # TOOK % PASSED # TOOK % PASSED Alamance CC 2,613 158 92 754 88 Asheville- Buncombe TCC 4,529 293 91 1,140 81 Beaufort County CC 1,662 65 97 414 89 Bladen CC 1,008 31 91 403 84 Blue Ridge CC 2,020 170 90 390 86 Brunswick CC 1,106 128 86 257 86 Caldwell CC & TI 3,101 214 92 590 90 Cape Fear CC 4,952 518 79 1,863 73 Carteret CC 1,513 123 81 576 77 Catawba Valley CC 3,393 297 86 365 91 Central Carolina CC 4,442 134 95 1,100 94 Central Piedmont CC 10,950 1,350 80 4,482 79 Cleveland CC 1,895 136 90 1,060 89 Coastal Carolina CC 3,992 352 93 1,339 93 College of The Albemarle 2,015 172 97 586 96 Craven CC 2,206 239 89 633 95 Davidson County CC 2,600 213 88 776 92 Durham TCC 3,544 293 88 732 87 Edgecombe CC 1,893 391 78 342 87 Fayetteville TCC 8,248 478 81 2,738 82 Forsyth TCC 5,152 308 81 2,188 86 Gaston College 3,623 427 86 1,340 87 Guilford TCC 6,996 811 72 5,555 75 Halifax CC 1,430 124 92 398 91 Haywood CC 1,549 168 87 471 94 Isothermal CC 1,962 207 95 376 90 James Sprunt CC 1,244 63 81 549 95 Johnston CC 2,992 203 86 930 83 Lenoir CC 2,474 194 92 572 93 Martin CC 923 56 95 152 87 Mayland CC 1,211 319 88 24 92 McDowell TCC 1,158 70 94 269 97 Mitchell CC 1,870 158 77 491 83 Montgomery CC 662 37 92 194 87 Nash CC 2,066 334 84 402 83 Pamlico CC 416 15 93 43 74 Piedmont CC 1,770 94 88 310 90 Pitt CC 4,463 551 82 825 76 Randolph CC 2,042 154 85 699 89 Richmond CC 1,830 130 93 434 92 Roanoke- Chowan CC 942 140 83 255 77 Robeson CC 2,794 328 87 474 88 Rockingham CC 1,904 183 85 433 90 Rowan- Cabarrus CC 3,742 339 91 1,344 91 Sampson CC 1,426 130 96 249 97 Sandhills CC 3,195 360 89 823 89 South Piedmont CC 1,652 75 91 448 85 Southeastern CC 2,242 341 86 329 84 Southwestern CC 1,977 156 80 527 83 Stanly CC 1,516 102 94 376 94 Surry CC 2,903 268 94 1,180 94 Tri- County CC 1,104 75 99 286 93 Vance- Granville CC 3,630 134 82 821 81 Wake TCC 8,550 389 88 2,527 88 Wayne CC 3,149 382 86 823 95 Western Piedmont CC 2,380 219 99 548 98 Wilkes CC 2,370 156 93 493 85 Wilson TCC 1,757 153 78 357 85 System Totals 160,747 14,108 86 49,055 85 COLLEGE TOTAL FTE 32 33 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 Ninety percent ( 90%) of the combined respondents will report to be satisfied with the quality of the college's programs and services. Results C Ninety- four percent ( 94%) of program non- completers responded that they were satisfied with the academic programs of community colleges, while 97 percent of program completers responded that they were satisfied. The total percentage of satisfied ( completers and non- completers combined) was 96 percent. All 58 community colleges met the performance standard. SATISFACTION OF PROGRAM COMPLETERS AND NON- COMPLETERS, 2000- 2001 NUMBER PERCENT SATISFIED NUMBER PERCENT SATISFIED NUMBER PERCENT SATISFIED Alamance CC 2,613 205 93 244 98 449 96 Asheville- Buncombe TCC 4,529 74 92 284 96 358 95 Beaufort County CC 1,662 44 93 119 97 163 96 Bladen CC 1,008 124 98 64 98 188 98 Blue Ridge CC 2,020 34 85 143 94 177 92 Brunswick CC 1,106 19 84 41 98 60 94 Caldwell CC & TI 3,101 93 97 374 96 467 96 Cape Fear CC 4,952 90 92 642 95 732 95 Carteret CC 1,513 72 94 85 96 157 95 Catawba Valley CC 3,393 60 93 300 99 360 98 Central Carolina CC 4,442 13 100 352 98 365 98 Central Piedmont CC 10,950 176 95 350 94 526 94 Cleveland CC 1,895 201 97 161 98 362 97 Coastal Carolina CC 3,992 165 95 391 95 556 95 College of The Albemarle 2,015 66 89 143 94 209 92 Craven CC 2,206 119 94 115 97 234 95 Davidson County CC 2,600 43 93 172 98 215 97 Durham TCC 3,544 24 71 194 93 218 91 Edgecombe CC 1,893 32 100 89 100 121 100 Fayetteville TCC 8,248 212 86 693 97 905 94 Forsyth TCC 5,152 110 86 364 96 474 94 Gaston College 3,623 87 93 440 98 527 97 Guilford TCC 6,996 253 96 272 98 525 97 Halifax CC 1,430 77 94 108 100 185 98 Haywood CC 1,549 83 92 135 99 218 96 Isothermal CC 1,962 118 99 187 99 305 99 James Sprunt CC 1,244 38 100 141 99 179 99 Johnston CC 2,992 29 90 151 98 180 97 Lenoir CC 2,474 117 87 260 98 377 95 Martin CC 923 20 100 90 98 110 98 Mayland CC 1,211 17 94 118 98 135 97 McDowell TCC 1,158 32 97 123 98 155 98 Mitchell CC 1,870 115 96 131 94 246 95 Montgomery CC 662 84 96 84 99 168 98 Nash CC 2,066 55 94 108 97 163 96 Pamlico CC 416 19 100 51 92 70 94 Piedmont CC 1,770 27 93 97 100 124 98 Pitt CC 4,463 241 97 211 94 452 96 Randolph CC 2,042 176 94 257 95 433 95 Richmond CC 1,830 161 94 190 98 351 96 Roanoke- Chowan CC 942 63 97 98 99 161 98 Robeson CC 2,794 55 87 175 94 230 92 Rockingham CC 1,904 46 96 171 96 217 96 Rowan- Cabarrus CC 3,742 171 99 179 95 350 97 Sampson CC 1,426 139 98 93 95 232 97 Sandhills CC 3,195 72 93 405 98 477 97 South Piedmont CC 1,652 34 94 56 98 90 96 Southeastern CC 2,242 36 94 104 100 140 98 Southwestern CC 1,977 34 94 162 95 196 95 Stanly CC 1,516 45 93 184 99 229 98 Surry CC 2,903 201 96 280 98 481 97 Tri- County CC 1,104 92 97 83 99 175 98 Vance- Granville CC 3,630 95 92 205 100 300 97 Wake TCC 8,550 377 93 394 94 771 94 Wayne CC 3,149 196 97 288 100 484 99 Western Piedmont CC 2,380 106 92 209 97 315 95 Wilkes CC 2,370 67 96 166 99 233 98 Wilson TCC 1,757 95 94 123 97 218 96 System Totals 160,747 5,649 94 11,849 97 17,498 96 NON- COMPLETERS COMPLETERS TOTAL COLLEGE TOTAL FTE 34 35 CORE INDICATORS OF SUCCESS MEASURE I: Curriculum Student Retention and Graduation 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 was 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 Sixty- five percent ( 65%) of the Fall 2000 cohort had either graduated or completed by Fall 2001. Fifty- four ( 54) community colleges met the performance standard; two ( 2) colleges made significant improvement although they didn’t meet the performance standard. CURRICULUM STUDENT RETENTION AND GRADUATON, 2000- 2001 COLLEGE TOTAL FTE TOTAL COHORT PERCENT GRADUATE PERCENT RETURN PERCENT GRADUATE OR RETURN Alamance CC 2,613 2,692 13% 47% 60% Asheville- Buncombe TCC 4,529 2,925 15% 51% 65% Beaufort County CC 1,662 1,088 14% 52% 66% Bladen CC 1,008 557 15% 50% 65% Blue Ridge CC 2,020 1,356 11% 53% 64% Brunswick CC 1,106 812 20% 42% 62% Caldwell CC & TI 3,101 2,379 14% 52% 66% Cape Fear CC 4,952 4,510 12% 55% 67% Carteret CC 1,513 1,013 14% 51% 65% Catawba Valley CC 3,393 2,773 10% 51% 61% Central Carolina CC 4,442 2,752 19% 41% 60% Central Piedmont CC 10,950 9,539 9% 48% 57% Cleveland CC 1,895 1,477 14% 47% 61% Coastal Carolina CC 3,992 3,564 15% 49% 64% College of The Albemarle 2,015 1,824 14% 48% 61% Craven CC 2,206 2,055 12% 45% 57% Davidson County CC 2,600 1,701 21% 49% 70% Durham TCC 3,544 3,200 11% 53% 64% Edgecombe CC 1,893 1,438 10% 50% 60% Fayetteville TCC 8,248 7,672 14% 50% 64% Forsyth TCC 5,152 4,387 13% 51% 65% Gaston College 3,623 3,267 16% 49% 65% Guilford TCC 6,996 5,731 10% 47% 58% Halifax CC 1,430 1,279 11% 51% 62% Haywood CC 1,549 996 19% 62% 81% Isothermal CC 1,962 1,578 18% 51% 69% James Sprunt CC 1,244 768 24% 50% 74% Johnston CC 2,992 2,170 20% 54% 73% Lenoir CC 2,474 1,650 20% 51% 70% Martin CC 923 584 16% 49% 65% Mayland CC 1,211 599 20% 58% 78% McDowell TCC 1,158 778 19% 55% 74% Mitchell CC 1,870 1,456 15% 50% 64% Montgomery CC 662 482 19% 55% 74% Nash CC 2,066 1,381 8% 46% 54% Pamlico CC 416 191 15% 46% 61% Piedmont CC 1,770 1,087 12% 56% 68% Pitt CC 4,463 3,955 15% 48% 63% Randolph CC 2,042 1,583 22% 49% 71% Richmond CC 1,830 1,200 17% 53% 70% Roanoke- Chowan CC 942 755 17% 48% 65% Robeson CC 2,794 1,502 18% 50% 68% Rockingham CC 1,904 1,642 14% 57% 71% Rowan- Cabarrus CC 3,742 3,380 11% 49% 60% Sampson CC 1,426 1,014 14% 52% 66% Sandhills CC 3,195 2,501 17% 48% 64% South Piedmont CC 1,652 1,118 19% 49% 67% Southeastern CC 2,242 1,439 13% 54% 67% Southwestern CC 1,977 1,186 20% 47% 68% Stanly CC 1,516 988 23% 43% 66% Surry CC 2,903 2,301 17% 54% 71% Tri- County CC 1,104 1,075 20% 51% 71% Vance- Granville CC 3,630 2,339 13% 51% 64% Wake TCC 8,550 7,894 14% 61% 74% Wayne CC 3,149 2,400 12% 50% 62% Western Piedmont CC 2,380 1,722 19% 50% 69% Wilkes CC 2,370 1,666 17% 53% 69% Wilson TCC 1,757 1,230 16% 45% 61% System Totals 160,747 126,601 14% 51% 65% 36 37 CORE INDICATORS OF SUCCESS MEASURE J: Employer Satisfaction With Graduates 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 survey will be conducted each year to determine employer satisfaction. Employers will be divided into three categories based on the number of program graduates 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 During 2001- 02, 4,839 employers of 1999- 2000 community college graduates were surveyed. A total of 1,742 surveys were completed and returned by employers, for a 36 percent response rate. Overall, 96 percent of those employers who returned a survey indicated that they were satisfied with the job preparation of community college graduates. All 58 colleges met the performance standard on this measure. PERCENT OF EMPLOYERS SATISFIED WITH THE QUALITY OF PROGRAM COMPLETERS ( Performance Standard: Percent Satisfied = 85%) COLLEGE TOTAL FTE NUMBER OF EMPLOYERS SURVEYED RESPONSE RATE PERCENT SATISFIED Alamance CC 2,613 148 35% 95% Asheville- Buncombe TCC 4,529 109 43% 98% Beaufort County CC 1,662 46 38% 94% Bladen CC 1,008 24 66% 91% Blue Ridge CC 2,020 40 50% 96% Brunswick CC 1,106 33 31% 98% Caldwell CC & TI 3,101 97 37% 97% Cape Fear CC 4,952 147 35% 100% Carteret CC 1,513 49 45% 97% Catawba Valley CC 3,393 80 34% 100% Central Carolina CC 4,442 189 22% 100% Central Piedmont CC 10,950 171 33% 97% Cleveland CC 1,895 77 42% 95% Coastal Carolina CC 3,992 137 52% 98% College of The Albemarle 2,015 78 42% 98% Craven CC 2,206 97 36% 94% Davidson County CC 2,600 96 42% 98% Durham TCC 3,544 85 28% 95% Edgecombe CC 1,893 30 66% 97% Fayetteville TCC 8,248 218 27% 95% Forsyth TCC 5,152 145 23% 100% Gaston College 3,623 113 43% 96% Guilford TCC 6,996 143 31% 95% Halifax CC 1,430 67 42% 92% Haywood CC 1,549 58 39% 94% Isothermal CC 1,962 57 28% 93% James Sprunt CC 1,244 73 26% 92% Johnston CC 2,992 196 32% 94% Lenoir CC 2,474 67 29% 93% Martin CC 923 30 58% 97% Mayland CC 1,211 42 29% 96% McDowell TCC 1,158 36 51% 95% Mitchell CC 1,870 55 58% 95% Montgomery CC 662 29 50% 94% Nash CC 2,066 48 45% 97% Pamlico CC 416 25 53% 94% Piedmont CC 1,770 97 33% 94% Pitt CC 4,463 122 35% 95% Randolph CC 2,042 60 29% 93% Richmond CC 1,830 57 27% 96% Roanoke- Chowan CC 942 35 45% 91% Robeson CC 2,794 83 38% 92% Rockingham CC 1,904 61 41% 95% Rowan- Cabarrus CC 3,742 83 30% 100% Sampson CC 1,426 44 48% 94% Sandhills CC 3,195 69 33% 100% South Piedmont CC 1,652 47 34% 94% Southeastern CC 2,242 57 38% 96% Southwestern CC 1,977 58 42% 97% Stanly CC 1,516 72 29% 98% Surry CC 2,903 124 46% 94% Tri- County CC 1,104 27 54% 93% Vance- Granville CC 3,630 103 29% 91% Wake TCC 8,550 230 37% 96% Wayne CC 3,149 74 39% 94% Western Piedmont CC 2,380 73 34% 92% Wilkes CC 2,370 72 43% 93% Wilson TCC 1,757 57 47% 92% System Totals 160,747 4,839 36% 96% 38 39 CORE INDICATORS OF SUCCESS MEASURE K: Client Satisfaction With Customized Training Description/ Definition C The percentage 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 survey for businesses/ industries receiving services from New and Expanding Industry Training and the Small Business Centers is administered by colleges to determine level of satisfaction with their customized training. The data are submitted annually to the System Office at the end of the fiscal year. Performance Standard C Ninety percent ( 90%) of businesses/ industries surveyed will report satisfaction with the services provided by community colleges. Results C Total number of survey respondents was 32,699. Ninety- nine percent ( 99%) responded that they were satisfied with the customized training provided by community colleges. Fifty- eight ( 58) colleges met the performance standard. CLIENT SATISFACTION WITH CUSTOMIZED TRAINING, 2000- 2001 ( Performance Standard: 85 percent) COLLEGE TOTAL FTE NUMBER OF SURVEY RESPONDENTS PERCENT SATISFIED Alamance CC 2,613 168 98 Asheville- Buncombe TCC 4,529 506 99 Beaufort County CC 1,662 364 99 Bladen CC 1,008 143 99 Blue Ridge CC 2,020 430 99 Brunswick CC 1,106 225 100 Caldwell CC & TI 3,101 1,069 99 Cape Fear CC 4,952 576 99 Carteret CC 1,513 242 99 Catawba Valley CC 3,393 519 98 Central Carolina CC 4,442 490 100 Central Piedmont CC 10,950 675 99 Cleveland CC 1,895 435 100 Coastal Carolina CC 3,992 432 100 College of The Albemarle 2,015 1,214 99 Craven CC 2,206 102 95 Davidson County CC 2,600 486 99 Durham TCC 3,544 617 99 Edgecombe CC 1,893 420 99 Fayetteville TCC 8,248 466 99 Forsyth TCC 5,152 349 99 Gaston College 3,623 823 99 Guilford TCC 6,996 1,436 100 Halifax CC 1,430 940 99 Haywood CC 1,549 328 99 Isothermal CC 1,962 636 98 James Sprunt CC 1,244 653 99 Johnston CC 2,992 1,782 99 Lenoir CC 2,474 1,379 99 Martin CC 923 442 98 Mayland CC 1,211 175 100 McDowell TCC 1,158 186 100 Mitchell CC 1,870 329 100 Montgomery CC 662 321 99 Nash CC 2,066 742 100 Pamlico CC 416 242 100 Piedmont CC 1,770 357 98 Pitt CC 4,463 640 100 Randolph CC 2,042 597 99 Richmond CC 1,830 411 99 Roanoke- Chowan CC 942 460 100 Robeson CC 2,794 348 97 Rockingham CC 1,904 943 99 Rowan- Cabarrus CC 3,742 471 98 Sampson CC 1,426 444 100 Sandhills CC 3,195 1,470 98 South Piedmont CC 1,652 587 98 Southeastern CC 2,242 454 99 Southwestern CC 1,977 268 99 Stanly CC 1,516 213 99 Surry CC 2,903 675 99 Tri- County CC 1,104 94 100 Vance- Granville CC 3,630 301 100 Wake TCC 8,550 1,593 96 Wayne CC 3,149 845 99 Western Piedmont CC 2,380 357 95 Wilkes CC 2,370 232 100 Wilson TCC 1,757 597 98 System Totals 160,747 32,699 99 40 41 CORE INDICATORS OF SUCCESS MEASURE L: Program Unduplicated Headcount Enrollment Description/ Definition C A minimum 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 diploma/ certificate- 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 2000- 2001 academic year, 15 colleges met the performance standard of a minimum three- year average annual headcount of ten students. NUMBER OF PROGRAMS WITH A THREE- YEAR AVERAGE ANNUAL ENROLLMENT OF LESS THAN 10, 1998- 99, 1999- 00, 2000- 01 ( Performance Standard: Average Annual Enrollment = 10 minimum) COLLEGE TOTAL FTE NUMBER OF PROGRAMS Alamance CC 2,613 0 Asheville- Buncombe TCC 4,529 0 Beaufort County CC 1,662 1 Bladen CC 1,008 2 Blue Ridge CC 2,020 2 Brunswick CC 1,106 0 Caldwell CC & TI 3,101 2 Cape Fear CC 4,952 1 Carteret CC 1,513 5 Catawba Valley CC 3,393 2 Central Carolina CC 4,442 0 Central Piedmont CC 10,950 3 Cleveland CC 1,895 1 Coastal Carolina CC 3,992 0 College of The Albemarle 2,015 2 Craven CC 2,206 3 Davidson County CC 2,600 4 Durham TCC 3,544 6 Edgecombe CC 1,893 2 Fayetteville TCC 8,248 0 Forsyth TCC 5,152 4 Gaston College 3,623 0 Guilford TCC 6,996 4 Halifax CC 1,430 1 Haywood CC 1,549 4 Isothermal CC 1,962 1 James Sprunt CC 1,244 2 Johnston CC 2,992 0 Lenoir CC 2,474 3 Martin CC 923 0 Mayland CC 1,211 1 McDowell TCC 1,158 3 Mitchell CC 1,870 4 Montgomery CC 662 1 Nash CC 2,066 0 Pamlico CC 416 2 Piedmont CC 1,770 4 Pitt CC 4,463 5 Randolph CC 2,042 4 Richmond CC 1,830 1 Roanoke- Chowan CC 942 4 Robeson CC 2,794 0 Rockingham CC 1,904 0 Rowan- Cabarrus CC 3,742 4 Sampson CC 1,426 1 Sandhills CC 3,195 2 South Piedmont CC 1,652 4 Southeastern CC 2,242 0 Southwestern CC 1,977 4 Stanly CC 1,516 2 Surry CC 2,903 3 Tri- County CC 1,104 2 Vance- Granville CC 3,630 1 Wake TCC 8,550 1 Wayne CC 3,149 0 Western Piedmont CC 2,380 5 Wilkes CC 2,370 0 Wilson TCC 1,757 1 System Totals 160,747 114 42 43 SUMMARY OF CORE INDICATORS OF SUCCESS A summary of the System's performance on the measures and the number of colleges meeting each standard are presented on the next page. 44 SUMMARY REPORT ON PERFORMANCE MEASURES, 2000- 2001 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM MEASURE STANDARD SYSTEM AVERAGE # COLLEGES MEETING STANDARD # COLLEGES MADE SIGNIFICANT IMPROVEMENT Progress of Basic Skills Students 75% 78% 47 4 Passing Rates on Licensure/ Certification Exams for First- Time Test Takers Aggregate = 80% Exams = 70% 86% 45 26 26* 5 Goal Completion of Completers 95% 99% 57 1 Employment of Graduates 95% ( adjusted) 98% 58 Performance of College Transfer Students Equivalent to Native UNC Sophomores and Juniors ( 82.9%) 80.6% 17 24 Passing Rates in Developmental Courses 70% 80% 52 3 Success Rate of Developmental Students in Subsequent College- Level Courses No Statistically Significant Difference Between Developmental and Non- Developmental Students Dev: 86% Nondev.: 85% 41 ** Student Satisfaction of Completers and Non- Completers 90% 96% 58 Curriculum Student Retention & Graduation 60% 65% 54 2 Employer Satisfaction With Graduates 85% 96% 58 Business/ Industry Satisfaction With Services Provided 90% 99% 58 Program Enrollment Three- Year Average Annual Enrollment of Less Than 10 2 15 NA * 45 colleges met the 80% standard; 26 colleges had no exam with a passing rate < 70%; 26 colleges met both standards. ** New measure. STATUS OF NORTH CAROLINA COMMUNITY COLLEGES MEETING PERFORMANCE STANDARDS, 2000- 2001 ( M = Met Standard; SI= Significant Improvement) College Progress of Basic Skills Students Passing Rates on Licensure/ Certif. Exams Goal Completion for Completers Employment Rate of Graduates Performance of College Transfer Students Passing Rates in Develop. Courses Success Rate of Develop. Students in College Level- Courses Student Satisfaction of Completers & Non- Comp. Curriculum Student Retention & Graduation Employer Satisfaction Business & Industry Satisfaction With Services Provided Program Enrollment Total Standards Met or Significant Improvement Total Performance Funding Standards Met or Significant Improvement Alamance CC M M M M M M6th M M M M 10 4 Asheville- Buncombe TCC M M M M M6th M M M M M M 11 5s Beaufort County CC M M M SI M M6th M M M 9 4 Bladen CC M M M M M M M6th M M M 10 5s Blue Ridge CC M M M M M M M M6th M M M 11 6s Brunswick CC M M M SI M6th M M M M M 10 5 Caldwell CC & TI M M M M M M M M6th M M M 11 6s Cape Fear CC M M M M M M M M M6th M 10 5s Carteret CC M M M M M M M M6th M 9 4 Catawba Valley CC M M M M SI M6th M M M M M 11 6s Central Carolina CC SI M M M M M M M M6th M 10 5 Central Piedmont CC M M M M M M M SI M M6th 10 5s Cleveland CC M M M SI M M M6th M M M 10 5 Coastal Carolina CC M M M M M M M M6th M M M M 12 6s College of The Albemarle M M M M M M M M M M6th M 11 6s Craven CC M M M M SI M M6th SI M M 10 6s Davidson County CC M M M M M M6th M M 8 4 Durham TCC SI M M M SI M M M M M M6th 11 6 Edgecombe CC M M M SI M M6th M M M 9 5 Fayetteville TCC M M M M M M6th M M M M M 11 6s Forsyth TCC M M M M SI M6th M M M M 10 6s Gaston College M M M SI M6th M M M M M M 11 5 Guilford TCC SI M M SI M M6th M M 8 5 Halifax CC M SI M M SI M M M M M6th 10 6 Haywood CC M M M M M M M M M6th 9 5s Isothermal CC M M M M M M M6th M M M 10 5s James Sprunt CC M M M SI M M M M M6th 9 5 Johnston CC M M SI M M M M M6th M M 10 4 Lenoir CC M M M SI M M M6th M M M 10 5 Martin CC M M M SI M M M6th M M M M 11 5 6th: Selected sixth performance measure. s: Superior performance funding. STATUS OF NORTH CAROLINA COMMUNITY COLLEGES MEETING PERFORMANCE STANDARDS, 2000- 2001 ( M = Met Standard; SI= Significant Improvement) College Progress of Basic Skills Students Passing Rates on Licensure/ Certif. Exams Goal Completion for Completers Employment Rate of Graduates Performance of College Transfer Students Passing Rates in Develop. Courses Success Rate of Develop. Students in College Level- Courses Student Satisfaction of Completers & Non- Comp. Curriculum Student Retention & Graduation Employer Satisfaction Business & Industry Satisfaction With Services Provided Program Enrollment Total Standards Met or Significant Improvement Total Performance Funding Standards Met or Significant Improvement Mayland CC M M M M M M6th M M M M M 11 6s McDowell TCC M M M M M6th M M M 8 4 Mitchell CC M M M M M M M M M6th 9 5s Montgomery CC SI M M M M M6th M M M 9 4 Nash CC M SI M M SI M M6th M M M M 11 6 Pamlico CC M M M M M M M6th M M 9 4 Piedmont CC M M M M M M M M6th M M 10 6s Pitt CC M M M M M M M M6th M 9 4 Randolph CC M SI M M SI M6th M M M 9 5 Richmond CC M M M M SI M M M M M M6th 11 6s Roanoke- Chowan CC M M M M6th M M M M M 9 4 Robeson CC M M M M M M6th M M M M 10 4 Rockingham CC M SI M M SI M6th M M M M M 11 6 Rowan- Cabarrus CC M M SI M M M M M6th M 9 4 Sampson CC M M M SI M M6th M M M 9 5 Sandhills CC M M M M SI M6th M M M M M 11 6s South Piedmont CC M M M M M M M6th M M M 10 5s Southeastern CC M M M M M M M M M M6th M M 12 6s Southwestern CC M M M M M M6th M M 8 4 Stanly CC M M M SI M M M M M6th M 10 5 Surry CC M M M M M M M6th M M M 10 5s Tri- County CC M M M M M M6th M M M M M 11 6s Vance- Granville CC M SI M M M SI M M M M M6th 11 6s Wake TCC M M M M M M M M6th M 9 4 Wayne CC M M M M SI M M6th M M M M 11 6s Western Piedmont CC M M M SI M M M6th M M M 10 5 Wilkes CC M M M M M M M M6th M M M M 12 6s Wilson TCC M M SI M M M M6th M 8 4 6th: Selected sixth performance measure. s: Superior performance funding. 47 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM STRATEGIC PLAN, 2001- 2003 EVALUATION OF PROGRESS The Critical Success Factors report is a set of measures for assessing the progress of the System in achieving objectives identified in the System's strategic plan. Factors two through five provide measures that monitor success of the System in meeting its target levels of success. Most of the data presented in this section of the report are System- level data, and where appropriate, college- level data are presented for information. These data are to determine the degree to which the System has met its target levels. 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 49 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 colleges 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. Percentage of High Demand Occupations Encompassed by Training Programs B. Percentage of Employers Satisfied With NCCCS Training Programs C. Percentage of College Tech Prep Students Enrolling in a Community College D. Number of Employers and Trainees Served by New and Expanding Industry Training ( NEIT), Focused Industrial Training ( FIT), Small Business Centers, and Customized Training 50 WORKFORCE DEVELOPMENT MEASURE A: Percentage of High Demand Occupations Encompassed by Training Programs Description/ Definition C The percentage 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 Efforts are being made to identify the high demand and emerging occupations in North Carolina, but no data are available at this point. 51 WORKFORCE DEVELOPMENT MEASURE B: Percentage of Employers Satisfied With NCCCS Training Programs Description/ Definition C The percentage 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 See the Core Indicators of Student Success Measure K: Client Satisfaction with Customized Training. As indicated in Factor 1, 99 percent of the survey respondents were satisfied with the training programs and services provided by North Carolina Community Colleges, and thus the performance target was achieved. 52 WORKFORCE DEVELOPMENT MEASURE C: Percentage of College Tech Prep Students Enrolling in a Community College Description/ Definition C The percentage of high school graduates who were in a College 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 a College Tech Prep course of study. Methodology and Data Source C The data on the number of high school graduates who complete the College Tech Prep requirements will be gathered from the North Carolina Department of Public Instruction. The number and percentage 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 has not been established. As the data are accurately 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 College Tech Prep program. Some high school data are being submitted with the students’ intended course of study identified. The best high school data are those graduation records with the post course of study identified. However, not all high school records are being received this way to date. In 2000- 2001, 16.4 percent of the 2000 high school graduates who enrolled in a community college had successfully completed the requirement of the College Tech Prep course of study; a 1.91 percent decrease, which might be contributed to problems in submission of transcripts. The ABCs of public education, as specified in the high school accountability model, require year- to- year comparison of percentages of students completing the college tech prep course of study. NUMBER OF 2000 HIGH SCHOOL GRADUATES WHO SUCCESSFULLY COMPLETED TECH PREP AND ENROLLED IN A COMMUNITY COLLEGE IN 2000- 2001 COLLEGE TOTAL FTE 2000 HIGH SCHOOL GRADUATES ENROLLED TECH PREPS ENROLLED PERCENTAGE Alamance CC 2,613 382 45 11.78% Asheville- Buncombe TCC 4,529 474 134 28.27% Beaufort County CC 1,662 141 19 13.48% Bladen CC 1,008 90 17 18.89% Blue Ridge CC 2,020 185 38 20.54% Brunswick CC 1,106 106 17 16.04% Caldwell CC & TI 3,101 314 0 0.00% Cape Fear CC 4,952 435 36 8.28% Carteret CC 1,513 134 22 16.42% Catawba Valley CC 3,393 390 101 25.90% Central Carolina CC 4,442 249 53 21.29% Central Piedmont CC 10,950 1,162 33 2.84% Cleveland CC 1,895 127 20 15.75% Coastal Carolina CC 3,992 344 72 20.93% College of The Albemarle 2,015 300 52 17.33% Craven CC 2,206 183 18 9.84% Davidson County CC 2,600 262 39 14.89% Durham TCC 3,544 352 23 6.53% Edgecombe CC 1,893 104 38 36.54% Fayetteville TCC 8,248 483 42 8.70% Forsyth TCC 5,152 533 86 16.14% Gaston College 3,623 468 84 17.95% Guilford TCC 6,996 620 115 18.55% Halifax CC 1,430 119 25 21.01% Haywood CC 1,549 110 25 22.73% Isothermal CC 1,962 155 12 7.74% James Sprunt CC 1,244 93 24 25.81% Johnston CC 2,992 178 42 23.60% Lenoir CC 2,474 179 50 27.93% Martin CC 923 63 20 31.75% Mayland CC 1,211 105 38 36.19% McDowell TCC 1,158 97 9 9.28% Mitchell CC 1,870 221 27 12.22% Montgomery CC 662 59 8 13.56% Nash CC 2,066 224 70 31.25% Pamlico CC 416 21 3 14.29% Piedmont CC 1,770 87 24 27.59% Pitt CC 4,463 1,299 129 9.93% Randolph CC 2,042 211 36 17.06% Richmond CC 1,830 115 46 40.00% Roanoke- Chowan CC 942 92 1 1.09% Robeson CC 2,794 92 24 26.09% Rockingham CC 1,904 295 94 31.86% Rowan- Cabarrus CC 3,742 439 88 20.05% Sampson CC 1,426 123 34 27.64% Sandhills CC 3,195 350 124 35.43% South Piedmont CC 1,652 211 0 0.00% Southeastern CC 2,242 153 34 22.22% Southwestern CC 1,977 132 15 11.36% Stanly CC 1,516 158 37 23.42% Surry CC 2,903 393 105 26.72% Tri- County CC 1,104 97 29 29.90% Vance- Granville CC 3,630 256 57 22.27% Wake TCC 8,550 660 2 0.30% Wayne CC 3,149 388 112 28.87% Western Piedmont CC 2,380 186 25 13.44% Wilkes CC 2,370 246 56 22.76% Wilson TCC 1,757 112 23 20.54% System Totals 160,747 15,557 2,552 16.40% 53 54 WORKFORCE DEVELOPMENT MEASURE D: 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 number of trainees in FIT and Small Business Centers increased 10 percent over last year’s figure, and the one in NEIT increased almost 20 percent. The data demonstrate that these programs continue to provide a valuable service to a large number of industries and individuals in the state. NEW & EXPANDING INDUSTRY TRAINEES & PROJECTS YEAR TRAINEES PROJECTS 1996- 97 25,076 184 1997- 98 22,985 201 1998- 99 19,960 193 1999- 00 20,256 197 2000- 01 24,068 203 55 FOCUSED INDUSTRIAL TRAINING: TRAINEES & INDUSTRIES SERVED* YEAR TRAINEES INDUSTRIES 1996- 97 8,943 711 1997- 98 8,939 576 1998- 99 14,256 666 1999- 00 12,186 705 2000- 01 13,404 630 * Includes the apprenticeship program. SMALL BUSINESS CLIENTS SERVED YEAR # OF CENTERS PARTICIPANTS COUNSEL REFERRAL EXT./ CURR. COURSE PARTICIPANT 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 1999- 00 59 43,191 5,139 4,060 19,839 2000- 01 59 47,507 5,462 7,130 16,228 57 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 under- served: 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 under-served groups. The measures identified as indicators of the System's success in meeting the learning needs of diverse populations are: A. Number and Percentage of Dropouts Annually Served by Basic Skills Programs B. Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts Statewide C. Percentage of Basic Skills Students and Recent High School Graduates Enrolling in a Community College D. Unduplicated Headcount in English as a Second Language ( ESL) E. Number of Under- Represented Students Enrolled Per Category F. Percentage of Students Receiving Financial Aid and Amount of Aid Compared With Cost of Attendance G. Percentage of Population of Service Area Enrolled 58 DIVERSE POPULATIONS LEARNING NEEDS MEASURE A: Number and Percentage of Dropouts Annually Served by Basic Skills Programs Description/ Definition C The number and percentage 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 2000- 2001, community colleges enrolled 13,018 high school dropouts who dropped out of school during 2000- 01; a 13.6 percent increase in enrollment for the academic year 2000- 01. 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/ 198- 6/ 30/ 99 1998- 99 14,516* 1/ 1/ 99- 6/ 30/ 00 1999- 00 11,456* 1/ 1/ 00- 6/ 30/ 01 2000- 01 13,018 * Revised data based on new information. NUMBER OF HIGH SCHOOL DROPOUTS WHO ENROLLED IN A BASIC SKILLS PROGRAM AT A COMMUNITY COLLEGE DURING 2000- 2001 COLLEGE TOTAL FTE NUMBER ENROLLED Alamance CC 2,613 204 Asheville- Buncombe TCC 4,529 411 Beaufort County CC 1,662 97 Bladen CC 1,008 103 Blue Ridge CC 2,020 284 Brunswick CC 1,106 123 Caldwell CC & TI 3,101 187 Cape Fear CC 4,952 252 Carteret CC 1,513 130 Catawba Valley CC 3,393 208 Central Carolina CC 4,442 474 Central Piedmont CC 10,950 838 Cleveland CC 1,895 97 Coastal Carolina CC 3,992 787 College of The Albemarle 2,015 428 Craven CC 2,206 141 Davidson County CC 2,600 268 Durham TCC 3,544 145 Edgecombe CC 1,893 175 Fayetteville TCC 8,248 394 Forsyth TCC 5,152 486 Gaston College 3,623 189 Guilford TCC 6,996 56 Halifax CC 1,430 130 Haywood CC 1,549 85 Isothermal CC 1,962 151 James Sprunt CC 1,244 106 Johnston CC 2,992 140 Lenoir CC 2,474 231 Martin CC 923 126 Mayland CC 1,211 85 McDowell TCC 1,158 105 Mitchell CC 1,870 180 Montgomery CC 662 43 Nash CC 2,066 147 Pamlico CC 416 18 Piedmont CC 1,770 124 Pitt CC 4,463 359 Randolph CC 2,042 232 Richmond CC 1,830 326 Roanoke- Chowan CC 942 76 Robeson CC 2,794 267 Rockingham CC 1,904 115 Rowan- Cabarrus CC 3,742 358 Sampson CC 1,426 101 Sandhills CC 3,195 303 South Piedmont CC 1,652 244 Southeastern CC 2,242 137 Southwestern CC 1,977 401 Stanly CC 1,516 135 Surry CC 2,903 147 Tri- County CC 1,104 58 Vance- Granville CC 3,630 593 Wake TCC 8,550 66 Wayne CC 3,149 375 Western Piedmont CC 2,380 259 Wilkes CC 2,370 131 Wilson TCC 1,757 187 System Totals 160,747 13,018 59 60 DIVERSE POPULATIONS LEARNING NEEDS MEASURE B: Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts Statewide Description/ Definition C 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, an increase by 10 percent the number of individuals enrolled in the GED and AHSD programs that complete the program has been set. Results C Number of GEDs and AHSDs awarded in 2000- 01 is 19,312, which is a 10.6 percent increase from the previous year. Therefore the performance target was achieved. 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 1996- 97 18,235 17,144 1,091 1997- 98 18,501 17,758 743 1998- 99 24,356* 17,697 6,659 1999- 00 23,597 17,455 6,142 2000- 01 21,368 19,312 2,056 * 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 were coded as dropouts. NUMBER OF GEDs/ AHSDs AWARDED, 2000- 2001 COLLEGE TOTAL FTE AHS GED Alamance CC 2,613 31 341 Asheville- Buncombe TCC 4,529 9 567 Beaufort County CC 1,662 124 Bladen CC 1,008 20 130 Blue Ridge CC 2,020 22 358 Brunswick CC 1,106 16 130 Caldwell CC & TI 3,101 42 346 Cape Fear CC 4,952 91 336 Carteret CC 1,513 47 156 Catawba Valley CC 3,393 388 Central Carolina CC 4,442 170 433 Central Piedmont CC 10,950 209 715 Cleveland CC 1,895 66 79 Coastal Carolina CC 3,992 55 339 College of The Albemarle 2,015 75 381 Craven CC 2,206 14 172 Davidson County CC 2,600 51 247 Durham TCC 3,544 75 153 Edgecombe CC 1,893 14 277 Fayetteville TCC 8,248 58 278 Forsyth TCC 5,152 109 655 Gaston College 3,623 95 508 Guilford TCC 6,996 187 531 Halifax CC 1,430 155 Haywood CC 1,549 100 Isothermal CC 1,962 75 193 James Sprunt CC 1,244 11 114 Johnston CC 2,992 51 90 Lenoir CC 2,474 38 251 Martin CC 923 12 100 Mayland CC 1,211 299 McDowell TCC 1,158 193 Mitchell CC 1,870 375 Montgomery CC 662 2 43 Nash CC 2,066 35 256 Pamlico CC 416 86 Piedmont CC 1,770 178 Pitt CC 4,463 51 231 Randolph CC 2,042 45 351 Richmond CC 1,830 21 343 Roanoke- Chowan CC 942 150 Robeson CC 2,794 127 95 Rockingham CC 1,904 176 Rowan Cabarrus CC 3,742 45 343 Sampson CC 1,426 281 Sandhills CC 3,195 27 355 South Piedmont CC 1,652 71 242 Southeastern CC 2,242 18 178 Southwestern CC 1,977 10 423 Stanly CC 1,516 74 190 Surry CC 2,903 106 Tri- County CC 1,104 106 Vance- Granville CC 3,630 196 695 Wake TCC 8,550 69 762 Wayne CC 3,149 71 277 Western Piedmont CC 2,380 31 528 Wilkes CC 2,370 83 159 Wilson TCC 1,757 66 112 State Office 157 System Total 160,747 2,683 16,629 * College does not offer the AHS program. 61 62 DIVERSE POPULATIONS LEARNING NEEDS MEASURE C: Percentage of Basic Skills Students and Recent High School Graduates Enrolling in a Community College Description/ Definition C Number and percentage of basic skills students and recent high school graduates who enroll in a community college. The measure is designed to determine the number and percentage that move directly from basic skills programs or high school into a community college curriculum or occupational extension program. 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. Methodology and Data Source C The number and percentage 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 percentage 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 colleges. This analysis is done by the Planning and Research Section in the North Carolina Community College System Office. Performance Target C By 2001, increase the percentage of each target group that enroll in a community college by 10 percent. Results C Number of basic skills students enrolling in curriculum or occupational extension courses increased by 1.1 percent, from 14,069 in 1999- 2000 to 14,229 in 2000- 01. The enrollment of the 2000 high school graduates in community colleges ( 16,118) represented a 4.6 percent decline from the previous year’s enrollment. Thus the performance target of 10 percent increase was not met. 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 INCREASE NUMBER PERCENT INCREASE 1998- 99 12,740 16,811 1999- 00 14,069 10.4% 16,898 0.5% 2000- 01 14,229 1.1% 16,118 - 4.6% 63 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 total number of students served by this program increased by 13 percent from 1999- 2000 to 2000- 01 reflecting the high demand for the program. Thus the performance target was achieved. UNDUPLICATED HEADCOUNT ENROLLMENT IN ENGLISH AS A SECOND LANGUAGE ( ESL) NORTH CAROLINA COMMUNITY COLLEGE SYSTEM YEAR UNDUPLICATED ENROLLMENT % INCREASE 1996- 97 24,115 19.3 1997- 98 26,053 8.0 1998- 99 30,469 27.7 1999- 00 35,696 17.2 2000- 01 40,378 13.1 ENROLLMENT IN ENGLISH AS A SECOND LANGUAGE, 2000- 2001 ( UNDUPLICATED) Alamance CC 2,613 412 422 119 9 63 1 1,026 Asheville- Buncombe TCC 4,529 800 206 82 20 36 24 1,168 Beaufort County CC 1,662 235 77 26 12 15 0 365 Bladen CC 1,008 8 90 15 0 2 0 115 Blue Ridge CC 2,020 70 134 42 22 21 4 293 Brunswick CC 1,106 1 67 5 3 2 0 78 Caldwell CC & TI 3,101 103 299 80 29 32 4 547 Cape Fear CC 4,952 100 584 150 20 73 10 937 Carteret CC 1,513 9 31 11 2 5 1 59 Catawba Valley CC 3,393 567 741 329 130 114 26 1,907 Central Carolina CC 4,442 202 1,779 146 29 50 7 2,213 Central Piedmont CC 10,950 9 2,600 1,213 328 194 54 4,398 Cleveland CC 1,895 13 30 5 3 0 2 53 Coastal Carolina CC 3,992 102 123 13 9 9 6 262 College of The Albemarle 2,015 105 92 18 10 7 3 235 Craven CC 2,206 125 138 12 2 0 277 Davidson County CC 2,600 92 350 148 37 27 3 657 Durham TCC 3,544 286 1421 449 6 305 12 2,479 Edgecombe CC 1,893 58 74 19 5 4 1 161 Fayetteville TCC 8,248 49 310 259 107 171 7 903 Forsyth TCC 5,152 1,071 880 317 110 165 22 2,565 Gaston College 3,623 157 217 90 30 25 4 523 Guilford TCC 6,996 1,009 1,274 441 103 210 30 3,067 Halifax CC 1,430 12 14 0 0 0 0 26 Haywood CC 1,549 13 98 27 5 12 0 155 Isothermal CC 1,962 103 144 26 9 12 0 294 James Sprunt CC 1,244 0 147 8 2 3 0 160 Johnston CC 2,992 1 706 20 1 0 0 728 Lenoir CC 2,474 216 79 31 10 5 1 342 Martin CC 923 7 102 1 1 1 0 112 Mayland CC 1,211 51 46 18 11 13 3 142 McDowell TCC 1,158 92 79 29 6 13 2 221 Mitchell CC 1,870 76 208 59 19 28 8 398 Montgomery CC 662 1 185 4 0 18 0 208 Nash CC 2,066 11 180 2 0 0 0 193 Pamlico CC 416 18 11 10 3 0 1 43 Piedmont CC 1,770 52 39 28 10 12 1 142 Pitt CC 4,463 7 359 36 6 6 0 414 Randolph CC 2,042 93 390 162 31 58 2 736 Richmond CC 1,830 56 101 26 6 7 2 198 Roanoke- Chowan CC 942 45 12 0 0 0 0 57 Robeson CC 2,794 45 10 9 2 5 0 71 Rockingham CC 1,904 33 91 51 11 6 0 192 Rowan- Cabarrus CC 3,742 512 719 246 88 62 4 1,631 Sampson CC 1,426 238 36 17 2 5 0 298 Sandhills CC 3,195 133 197 49 15 22 0 416 South Piedmont CC 1,652 201 282 55 36 15 6 595 Southeastern CC 2,242 24 34 5 10 0 0 73 Southwestern CC 1,977 6 72 25 5 12 2 122 Stanly CC 1,516 12 74 26 18 9 4 143 Surry CC 2,903 205 362 53 2 11 3 636 Tri- County CC 1,104 52 10 9 2 1 0 74 Vance- Granville CC 3,630 284 182 28 14 10 15 533 Wake TCC 8,550 1,292 1,491 714 490 844 49 4,880 Wayne CC 3,149 44 390 15 5 7 5 466 Western Piedmont CC 2,380 109 138 33 3 2 0 285 Wilkes CC 2,370 36 406 65 0 8 0 515 Wilson TCC 1,757 387 122 57 11 12 2 591 System Totals 160,747 10,050 19,455 5,933 1,858 2,751 331 40,378 COLLEGE TOTAL FTE TOTAL ADVANCED LOW ADVANCED BEGINNING HIGH BEGINNING LITERACY INTERMEDIATE LOW INTERMEDIATE HIGH ENGLISH AS A SECOND LANGUAGE 64 65 DIVERSE POPULATIONS LEARNING NEEDS MEASURE E: 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 college 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. For 2000- 01, enrollment of each ethnicity group per category was analyzed based on the Census 2000 data. Performance Target C By 2001, identify populations under- represented in community college programs and increase their enrollment by 10 percent. Results C Among other ethnic groups, Hispanics were the most under- represented in Associate, Certificate, Diploma, and Transitional in Curriculum and Occupational Extension programs in Continuing Education: 2.11%, 2.07%, 1.42%, 2.55%, and 1.86% respectively. On the other hand, Hispanics were over- represented in Basic Skills programs ( 24.70%), which was more than five times their ethnic representation in North Carolina’s adult population. In Continuing Education, HRD programs, African Americans were slightly over-represented ( 38.07% compared to their ethnic representation of 19.87%), whereas “ Other” ethnicity groups were slightly under- represented ( 0.44% to their ethnic composition of 0.82% of total adult population). PERCENT ENROLLMENT OF EACH ETHNICITY GROUP PER CATEGORY ETHNICITY GROUP ASIAN BLACK HISPANIC AMERICAN INDIAN OTHER WHITE % of Adult Population 1.34% 19.87% 4.25% 1.1% 0.82% 72.61% 1.91 24.98 2.11* 1.55 1.59 67.85 1.40 31.39 2.07* 1.59 1.51 62.04 1.09 30.87 1.42* 1.50 1.03 64.10 Curriculum Associate Certificate Diploma Transitional 2.09 21.67 2.55* 1.01 1.93 70.76 3.36 31.55 24.70** 1.68 0.85 37.86 0.76 18.60 1.86* 1.53 0.76 76.49 Continuing Ed Basic Skills Occupational Extension HRD 1.04 38.07** 3.54 1.14 0.44* 55.78 * Under- represented compared to representation of other ethnicity groups in the category. ** Over- represented compared to representation of other ethnicity groups in the category. 66 DIVERSE POPULATIONS LEARNING NEEDS MEASURE F: Percentage of Students Receiving Financial Aid and Amount of Aid Compared With Cost of Attendance Description/ Definition C The percentage 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 2000- 01 increased by 8,492 ( 3.5% increase). At the same time, the average amount of aid received slightly increased by $ 182. 67 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 1996- 97 79,481 48.3% $ 967 1997- 98 77,301 51.6% $ 1,229 1998- 99 90,408 54.0% $ 1,607 1999- 00 83,454 47.9% $ 1,513 2000- 01 91,946 51.4% $ 1,695 * Number and percent based on number of curriculum students enrolled in associate degree, diploma and certificate granting programs. Students enrolled in transitional programs ( special credit, dual enrollment and Huskins Bill) are not eligible for financial aid. 68 DIVERSE POPULATIONS LEARNING NEEDS MEASURE G: Percentage of the Adult Population in Service Area Enrolled Description/ Definition C The percentage of the adult population in each college's service area enrolled in either curriculum or continuing education. Methodology and Data Source C 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 percentage of adult population served slightly decreased from 12.9 percent in 1999- 00 to 12.6 percent in 2000- 01. Enrollment in 2000- 01 increased by 14,535 ( 1.9%) over the 1999- 00 enrollment figures. This reflects an increase in 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) 1996- 97 14.1 1997- 98 12.6 1998- 99 10.0 1999- 00 12.9 2000- 01 12.6 PERCENT OF ADULT POPULATION IN SERVICE AREA ENROLLED, 2000- 2001 COLLEGE TOTAL FTE ANNUAL ENROLLMENT SERVICE AREA 18 & UP PERCENTAGE Alamance CC 2,613 14,443 99,646 14.49% Asheville- Buncombe TCC 4,529 24,356 176,664 13.79% Beaufort County CC 1,662 7,240 52,441 13.81% Bladen CC 1,008 5,248 24,330 21.57% Blue Ridge CC 2,020 14,193 93,983 15.10% Brunswick CC 1,106 7,095 57,634 12.31% Caldwell CC & TI 3,101 14,233 95,005 14.98% Cape Fear CC 4,952 23,871 158,270 15.08% Carteret CC 1,513 6,868 47,086 14.59% Catawba Valley CC 3,393 20,379 132,662 15.36% Central Carolina CC 4,442 18,505 141,185 13.12% Central Piedmont CC 10,950 62,882 521,205 12.06% Cleveland CC 1,895 8,306 72,069 11.53% Coastal Carolina CC 3,992 25,675 111,017 23.13% College of The Albemarle 2,015 10,971 96,074 11.42% Craven CC 2,206 11,728 68,940 17.01% Davidson County CC 2,600 16,438 137,848 11.92% Durham TCC 3,544 19,335 266,348 7.26% Edgecombe CC 1,893 9,001 40,539 22.20% Fayetteville TCC 8,248 36,294 218,361 16.62% Forsyth TCC 5,152 27,801 266,606 10.43% Gaston College 3,623 19,692 191,396 10.29% Guilford TCC 6,996 29,930 321,209 9.32% Halifax CC 1,430 7,654 74,354 10.29% Haywood CC 1,549 7,823 42,810 18.27% Isothermal CC 1,962 10,286 62,574 16.44% James Sprunt CC 1,244 6,337 36,258 17.48% Johnston CC 2,992 13,354 90,141 14.81% Lenoir CC 2,474 13,481 66,467 20.28% Martin CC 923 4,615 43,826 10.53% Mayland CC 1,211 6,303 40,195 15.68% McDowell TCC 1,158 10,204 32,533 31.37% Mitchell CC 1,870 11,266 91,338 12.33% Montgomery CC 662 3,573 20,142 17.74% Nash CC 2,066 10,812 65,216 16.58% Pamlico CC 416 1,831 10,208 17.94% Piedmont CC 1,770 8,202 45,122 18.12% Pitt CC 4,463 17,769 102,244 17.38% Randolph CC 2,042 11,663 97,851 11.92% Richmond CC 1,830 7,325 60,448 12.12% Roanoke- Chowan CC 942 3,638 47,756 7.62% Robeson CC 2,794 12,339 87,514 14.09% Rockingham CC 1,904 10,937 70,453 15.52% Rowan- Cabarrus CC 3,742 18,664 195,446 9.55 |
OCLC number | 24227839 |