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2021 Performance Measures Results

Introduction

The Performance Measures for Student Success Report is the North Carolina Community College System’s major accountability document. This annual performance report is based on data compiled during the previous year and serves to inform colleges and the public about the performance of our 58 community colleges.

In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality.

In 2010, a review process was established to ensure the measures and methods for evaluating colleges were current and remained focused on improving student success. Every three years, a committee that is inclusive of college leaders; subject matter experts; and research and assessment professionals are appointed to review the measures and recommend deletions, revisions, and additions. Recommendations from the most recent review were approved in 2018 and this is the final report associated with the most recent set of measures.

The current list of measures includes: 

  • Basic Skills Student Progress
  • Student Success Rate in College Level English Courses
  • Student Success Rate in College Level Math Courses
  • First Year Progression
  • Curriculum Student Completion
  • Licensure and Certification Passing Rate
  • College Transfer Performance

Baselines and Excellence Levels

The outcomes funding model associated with the performance measures was implemented in 2013. A major component of this model is the establishment of system‐wide baseline and excellence levels for each measure. These statistically defined levels were developed to provide consistency and promote transparency, simplicity, and objectivity.

Baseline levels are set two standard deviations below the system mean and excellence levels are set one standard deviation above the system mean.  Prior to 2021, these levels remained static and reset on a new three-year cycle.  To better respond to external factors influencing the success rates of students, baseline and excellence levels are now changed annually and derived from the most recent results.

The North Carolina Community College Performance Measures for Student Success Report is designed to provide colleges and stakeholders with summary results related to the performance measures. Additional analysis and insights based on student characteristics, including race/ethnicity and gender can be accessed at: https://www.nccommunitycolleges.edu/analytics/dashboards/state-performance-measures-pm.

Each performance measure begins with a purpose and description, goal and baseline, and the College’s performance for that measure. Additional information about the seven performance measures is available from the Wayne Community College Office of Institutional Effectiveness.  Additional information can be accessed at:  https://www.waynecc.edu/institutional-effectiveness/planning-documents/.

  1. Basic Skills Student Progress. To ensure individuals with low literacy skills are progressing academically toward credential or employment. Percentage of Periods of Participation (PoP) with at least one Measurable Skill Gain (MSG) during the Basic Skills program year (July 1-June 30). System Excellence Level: 42.5%; System Baseline: 15.7%; WCC Performance=31.6%.
  2. Student Success Rate in College-Level English Courses. To ensure students are successfully completing a credit-bearing English course within their first three academic years.  Percentage of first-time associate degree seeking and transfer pathway students passing a credit-bearing English course with a “C” or better within three years of their first fall term of enrollment.  System Excellence Level: 70.4%; System Baseline: 47.1%; WCC Performance=72.6%
  3. Student Success Rate in College-Level Math Courses. To ensure students are successfully completing credit-bearing Math courses within their first three academic years. Percentage of first-time fall associate degree seeking and transfer pathway students passing a credit-bearing Math course with a “C” or better within three years of their first term of enrollment. System Excellence Level: 54.5%; System Baseline: 29.9%; WCC Performance=48.3%
  4. First Year Progression. To ensure first-year students are making progress toward credential completion. Percentage of first-time fall credential-seeking students who graduate prior to or enroll in post-secondary education during the subsequent fall term. System Excellence Level: 71.8%; System Baseline: 56.8%; WCC Performance=68.1%
  5. Curriculum Completion. To ensure student completion and/or persistence toward a post-secondary credential in a timely manner. Percentage of first-time fall credential-seeking curriculum students who have graduated, transferred, or are still enrolled during the fourth academic year with 42 successfully completed non-developmental hours. System Excellence Level: 61.3%; System Baseline: 43.1%; WCC Performance=60.7%
  6. Licensure and Certification Passing Rate. To ensure programmatic coursework prepares students to competently practice in their chosen profession. Weighted index score of first-time test-taker results on licensure and certification exams. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners. Weights are based on the tier associated with the related instructional program. System Excellence Level: 1.09; System Baseline: 0.75; WCC Performance=1.04
  7. College Transfer Performance. To ensure the academic success of community college students at a four-year university or college.  Among community college Associate Degree completers and those who have completed 30 or more articulated transfer credits who subsequently transfer to a four-year university or college during the fall semester, the percentage who graduate prior to or remain enrolled at any four-year college or university the subsequent fall semester.  System Excellence Level: 91.1%; System Baseline: 79.4%; WCC Performance=89.1%