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Student Achievement

 

Shelton State Community College evaluates student achievement measures that are consistent with the College’s mission and strategic plan. The College uses a variety of measures to document student achievement. The President’s Cabinet determines the criteria for measurement and thresholds for acceptability.

Performance, thresholds of acceptability, achievement goals, and alignment to the College’s mission are identified in Tables 1 through 5 below.

 

Table 1 Criteria 1: First-time Full-time Student 150% Graduation Time

Criteria 1First-time Full-time Student Graduation Rate - 150% Normal Time
Rationale for SelectionUsing the College's Graduation Rate as a measure for student achievement aligns with our Mission Statement, which references "providing the community accessible learning opportunities to advance academic excellence, cultural enrichment, workforce training, and economic development." Additionally, the College chose the IPEDS 150% graduation rate for first-time full-time students as our Key Student Completion Indicator (KSCI).
Threshold of AcceptabilityShelton State Community College reviews the 150% Graduation Rate annually as a part of its Strategic Planning Cycle. The threshold of acceptability, based on an analysis of four year trend data, is set at a 20% graduation rate.
Threshold of RationaleThe threshold of 20% was chosen because it was the lowest level of the overall graduation rate in four years of analysis.
Target Goal The College will work toward a goal of a 150% graduation rate of 25%, which is a 2% increase over the 150% graduation rate for the 2019 cohort.
Academic YearCohort YearAdjusted Cohort150% Graduation RateThreshold Met?Target Met?
2022-20232019Cohort: 78823%YesNo
2021-20222018Cohort: 75727%YesYes

Disaggregated Graduation Rate - Graduation Rate - 150%, Cohort Rate by Gender

Academic YearCohort YearAdjusted Cohort150% Graduation RateThreshold Met?Target Met?
2022-20232019Men: 387
Women: 401
26%
20%
Yes
Yes
Yes
No
2021-20222018Men: 357
Women: 400
32%
24%
Yes
Yes
Yes
No

Disaggregated Graduation Rate - Graduation Rate - 150%, Cohort Rate by Race

Academic YearCohort YearAdjusted Cohort150% Graduation RateThreshold Met?Target Met?
2022-20232019African American: 264
White: 431
Other*: 93
12%
29%
25%
No
Yes
Yes
No
Yes
Yes
2021-20222019African American: 307
White: 401
Other*: 49
16%
36%
18%
No
Yes
No
No
Yes
No

*Other: American Indian or Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, Hispanic, Two or more races, Race/ethnicity unknown, U.S. Nonresident

 

Disaggregated Graduation Rate - Graduation Rate - 150% Pell vs Non-Pell

Academic YearCohort YearAdjusted Cohort150% Graduation RateThreshold Met?Target Met?
2022-20232019Pell: 441
Non-Pell: 347
27%
17%
Yes
No
Yes
No
2021-20222018Pell: 432
Non-Pell: 325
17%
41%
No
Yes
No
Yes

Source: National Center for Education Statistics IPEDS Data Feedback Reports – IPEDS Traditional Graduation Rate (150% standard time)

 

The College made the decision to disaggregate its annual graduation rate by gender, race/ethnicity, and financial aid status. The College’s rationale for choosing this combination of disaggregation is to be able to continually monitor the graduation rates of all its enrolled students by gender, race, and economic status to seek improvement for any individual categories where necessary.

 

Improvement Plan for Graduation Rate

To improve graduation rates for all demographics, including African American and Other races, the College has successfully implemented a comprehensive data utilization strategy and an early alert system to enhance graduation and retention rates. By harnessing these advanced analytics platforms, SSCC closely monitors the academic success of students, including Non-Pell and Pell Grant recipients, identifying at-risk students early and providing targeted support. Faculty and staff regularly access updated data dashboards through the early alert system, ensuring they have the insights to implement timely interventions. Along with the implementation of student success initiatives, such as tutoring and academic coaching, this proactive approach has led to the establishment of specific initiatives to improve retention and graduation rates among underrepresented and economically disadvantaged students.

 

Table 2 Criteria 2: First-time Full-time Student 150% Transfer-Out Rate

Criteria 2Frist-time Full-time Transfer-Out - 150% Normal Time
Rationale for SelectionUsing the College's Transfer-Out Rate of first-time full-time students as a measure for student achievement aligns with our mission to "advance academic excellence" by providing educational opportunities for students who wish to transfer to other two-year or four-year institutions.
Threshold of AcceptabilityShelton State Community College reviews the 150% Transfer-Out Rate annually as a part of its Strategic Planning Cycle. The threshold of acceptability, based on an analysis of four year trend data, is a 20% transfer-out rate.
Threshold of RationaleThe threshold of 20% was chosen because it was the average 150% transfer-out rate for the Comparison Group over the four years of analysis.
Target Goal Shelton State Community College reviews the 150% Transfer-Out Rate annually as a part of its Strategic Planning Cycle. The minimum threshold of acceptability will be to equal or exceed the average transfer-out rate of our identified comparison group.
Academic YearCohort YearAdjusted Cohort150% Transfer-Out RateComparison Group RateThreshold Met?Target Met?
2022-20232019Cohort: 78820%18%YesYes
2021-20222018Cohort: 75723%21%YesYes

Source: National Center for Education Statistics IPEDS Customized Data Feedback Reports – IPEDS Transfer-out Rate (150% standard time)

 

Table 3 Criteria 3: Fall to Fall Retention Rates for First-time Full and Part-time Students

Criteria 3Fall to Fall Retention Rate, First-time Full-time and Part-time students
Rationale for SelectionUsing the College's Retention Rate as a measure for student achievement aligns with its mission to promote "academic excellence," as well as "workforce training" for the community as improving retention rates will lead to increased graduation and transfer rates.
Threshold of AcceptabilityShelton State Community College reviews the fall to fall retention rates for first-time students annually as a part of its Strategic Planning Cycle. The threshold of acceptability for the retention of full-time students, based on a analysis of four year trend data, is set at 60% and the minimum threshold for part-time students is set at 33%.
Threshold of RationaleThe threshold of 60% for full-time retention was chosen because it was the average fall-to-fall retention rate for the Comparison Group over the four years of analysis. The threshold of 34% for part-time retention was because it was the lowest point for the College in the four years of analysis.
Target Goal The target goal for the retention rate of first-time, full-time and part-time students from fall 2023 to fall 2024 to exceed the average retention rate of our identified comparison group.
Academic YearCohort YearCohortRetention RateComparison RateThreshold Met?Target Met?
2022-20232021Full-time
Part-time
62%
34%
61%
41%
Yes
Yes
Yes
No
2021-20222020Full-time
Part-time
64%
44%
62%
40%
Yes
Yes
Yes
Yes

Source: National Center for Education Statistics IPEDS Customized Data Feedback Reports – IPEDS Fall to Fall Retention Rates

 

Table 4 Criteria 4: Course Success Rate by Instructional Methodology

Criteria 4Course Success Rates by Instructional Methodology
Rationale for SelectionWhile graduation rates provide insight to student achievement, not all students come to SSCC to graduate from a program. Using the College's course success rates, defined as a grade of C or better, is another avenue to track the College's mission to educate our students and provide an educated workforce.
Threshold of AcceptabilityShelton State Community College reviews the course success rate, defined as students obtaining a final grade of C or higher, annually as a part of its Strategic Planning Cycle. The minimum threshold of acceptability for the course success rate, based on an analysis of four years data, is set at 75% for face-to-face courses, 78% for hybrid courses, and 67% for online courses.
Threshold of RationaleThe thresholds for each instructional methodology were chosen because those were the lowest levels of course success rates for the College in the four years of analysis.
Target Goal The target goal for the course success rates from fall 2023 to fall 2024 is set at 78% for face-to-face courses, 80% for hybrid courses, and 70% for online courses.
Academic YearCourse TypeCourse Success RateThreshold Met?Target Met?
2022-2023Face-to-Face
Hybrid
Online
76%
78%
67%
Yes
Yes
Yes
No
No
No
2021-2022Face-to-Face
Hybrid
Online
76%
84%
69%
Yes
Yes
Yes
No
Yes
No

Source: Internal Shelton State Community College Data

 

Table 5 Criteria 5: Licensure Attainment Rates

Criteria 5Licensure Attainment Rates
Rationale for SelectionUsing the College's licensure attainment rate of program completers for student achievement aligns with our Mission Statement, which references providing the community with “workforce training, and economic development."
Threshold of AcceptabilityShelton State Community College reviews the licensure attainment rate annually as a part of its Strategic Planning Cycle. The minimum threshold of acceptability for the licensure attainment rate, based on an analysis of trend data from four previous years, is set at 75% for Health Information Technology (HIT) students, 85% for Associate Degree Nursing (ADN) students, 85% for Practical Nursing (PN) students, 80% for Respiratory Therapy (RPT) students, and 66% for Salon and Spa students.
Threshold of RationaleThe threshold rates for the ADN and PN exams are set by ACEN, the Nursing accrediting body. The threshold rate for the HIT program is set by the College's program director. The College set the thresholds for the Respiratory Therapy and Salon and Spa licensure attainment rates based on the lowest level of the four-year analysis.
Target Goal The target goal for the licensure attainment rate for program completes is set at 85% for Health Information Technology students, 90% for Associate Degree Nursing students, 93% for Practical Nursing students, 85% for Respiratory Therapy students, and 75% for Salon and Spa students.
Academic YearProgramLicense ExamAttainment RateThreshold Met?Target Met?
2022-2023HIT
Nursing (ADN)
Nursing (PN)
RPT
Salon & Spa
RHIT
NCLEX-RN
NCLEX-PN
TMC
COST State Board
67%
99%
100%
73%
66%
No
Yes
Yes
No
Yes
No
Yes
Yes
No
No
2021-2022HIT
Nursing (ADN)
Nursing (PN)
RPT
Salon & Spa
RHIT
NCLEX-RN
NCLEX-PN
TMC
COST State Board
100%
92%
96%
83%
75%
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
No
Yes

Source: Licensure attainment rate data from state and national testing boards.

 

Improvement Plans for Health Information Technology and Respiratory Therapy

To improve the licensure attainment rate for HIT graduates, the program will review the scores from the six RHIT practice examinations completed in HIT 292, HIT Exam Review, along with the two timed (3.5-hour) practice exams taken as comprehensive finals in HIT 292. This review process will identify areas of weakness across the six RHIT domains. To address these weaknesses, the program will offer both group and individualized exam review sessions, focusing on strengthening the specific areas where students need improvement.

 

The Respiratory Therapy program’s improvement plan is designed to enhance student success on achieving the TMC examination high-cut score. The program director has introduced targeted tutoring sessions specifically aimed at helping students achieve a high cut score. Students are incentivized to attend all sessions, take the TMC examination, and successfully pass it. The tutoring sessions are focused on carefully selected topics based on student performance and common areas of difficulty. Additionally, the college covers the cost of the TMC examination as part of the incentive plan. The department has also welcomed a new medical director who is highly engaged and committed to student success. He has identified areas for improvement and plans to integrate learning activities with clinical experiences. Additionally, he meets biweekly with the clinical coordinator to review the student’s progress and identify additional learning opportunities.