![]() Non‐Pell Denominator: Number of cohort students not receiving Pell Pell Denominator: Number of cohort students receiving Pell Non‐Pell Index Score: College success rate among cohort students not receiving Pell divided by the statewide success rate among cohort students not receiving Pell Pell Index Score: College success rate among cohort students receiving Pell divided by the statewide success rate among cohort students receiving Pell Numerator: Of those in the denominator, the number earning a standard letter grade of A, B, C, or P in at least one credit bearing (course number >=100) English course within three years (by the end of the third summer term). Purpose: To ensure students are successfully completing a credit-bearing English course within their first three academic years.ĭescription:Index score based on the 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.ĭenominator: First-time fall associate degree and transfer pathway students (i.e., students with a curriculum code that begins with an A or P) during their first fall. Student Success Rate in College-Level English Courses Comprehensive Curriculum Student Report.Index Score: College success rate divided by the systemwide success rate. Adult High School Graduate: The student completes the requirements of the Adult High School program and is issued an adult high school diploma prior to the end of the program year (June 30).Matching occurs based on an exact match of first name, last name and date of birth and/or the HSEID. Credit is given based on matching student records to a passers database populated by the test vendors. High School Equivalency Test Graduate: The student achieves a passing score on State approved high school equivalency tests (GED, HiSet, or TASC) prior to the end of the program year (June 30).Post-secondary enrollment is verified by data matching to the National Student Clearinghouse and the NCCCS Data Warehouse. ![]() Post‐Secondary Enrollment: The student exits the program and subsequently enrolls in post-secondary education prior to the end of the program year (June 30).Adult High School Credits: The student enters an Adult High School (AHS) program with less than 75% of the required AHS credits and obtained enough AHS credits to exceed the 75% threshold prior to the end of the program year (June 30).Pre and Post testing: The student scores high enough on an NRS approved posttest to place into a higher educational functioning level than indicated by the student’s pretest.Participants can demonstrate MSG in in five ways: Numerator: Based on the denominator, number of periods of participation in which at least one measurable skill gain was achieved. If there is no exit, the PoP continues to the next program year. Subsequent periods occur when a student reenters the program after 90 days have lapsed since the person last received services and accumulates 12 or more contact hours. A PoP begins each time a student enrolls in adult education, accumulates at least 12 contact hours, and then exits the program. Purpose: To ensure individuals with low literacy skills are progressing academically toward credential or employment.ĭescription: Percentage of Periods of Participation (PoP) with at least one Measurable Skill Gain (MSG).ĭenominator: Number of Periods of Participation (PoP) during the Basic Skills program year (July 1 to June 30). The baseline and excellence levels, however, were not recalculated for past years and therefore are represented here as static levels over the time periods represented. ![]() Although this was the first year of reporting index scores, the NCCCS provided historical data as well for colleges for trend analysis. Beginning with the report released in 2022, all metrics shifted to an index score, and the baseline and excellence levels are set to change annually. These levels have historically remained the same for three years and then reset based on system performance. Each Performance Measure has goals that include a baseline as the minimum threshold level as well as an excellence level. These measures are called the NCCCS Performance Measures of Student Success and are commonly referred to as the Performance Measures. Seven student achievement/success measures are used by all 58 community colleges within the North Carolina Community College System (NCCCS).
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