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4.1 Student Achievement PDF Print E-mail
Thursday, 11 September 2008 10:54

4.1 Student Achievement

The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.

Responsible Unit: Division of Student Affairs

Compliance Judgment



The academic departments in the schools and colleges at North Carolina A&T State University consider a variety of relevant measures to evaluate overall student achievements in addition to the student learning outcomes in the classroom. They collect data on students’ progress and achievement in the majors as they matriculate and after graduation. In addition, annual retention and graduation data are compiled by Institutional Planning, Assessment and Research. Data for the 2000 to 2007 cohorts are posted in the online Fact Book [1].

While departments focus on student learning and program outcomes, they also review course completion rates, graduation rates, and job placement as measures of student and program success. Chairs and deans monitor underperformance of students, using the registrar’s list of students, by courses, who receive mid-term grades of “D,” “W” (withdrawal), or “F.” The DWF list is used as an early warning system, alerting departments to the students needing academic support services, especially in the challenging first- and second-year gatekeeper courses in mathematics and the sciences. Support services are widely available in the Center for Academic Excellence (see SACS Principle, educational support services) as well as the schools and colleges (see SACS Principle 2.9 Learning Resources and Services). Broadly evaluating student achievement helps determine the university’s success in addressing its mission, goals and objectives. It also helps departments assess the effectiveness of admissions standards, delivery of instruction, faculty effectiveness, and program content. See SACS Principle 2.5, Institutional Effectiveness and SACS 3.3.1, Institutional Effectiveness.

The department data on students’ progress and achievement include the results of any licensure examinations, alumni surveys, employer surveys, continuing education and employment, as well as the students’ evaluation of their educational experiences at A&T. Examples of four academic programs demonstrate the data collected and used to improve the programs.

In the College of Arts & Sciences, the Department of Sociology & Social Work distributes an alumni survey to determine professional preparedness, satisfaction with the program and academic advisement, employment and salaries. In 2006-2007, retention data were analyzed by the department’s retention committee and key strategies developed, such as monitoring student achievement through enhanced advisement, tutorials and mentoring. Other strategies were to provide information about support services and career counseling, and to highlight student accomplishments [2].

In 2005-2006, the Bioenvironmental Engineering program in the College of Engineering reported on the results of the Professional Engineering Examination (PE) and the Fundamentals of Engineering Examination (FE). The number of students sitting for these exams was low. Consequently, engineering faculty in various engineering departments have been making a concerted effort to encourage students to take the exams. The evaluation of student experiences with internships and summer employment revealed the benefits of students having an international experience and encouraged the faculty to examine and revise the curricula so that more students have the opportunity to experience other cultures [3].

The Department of Animal Sciences in the School of Agriculture & Environmental Sciences tracks students in professional and graduate programs, as well as careers choices. In the 2003-2004 annual report, the department reported that over the past five years 60% of graduates pursued graduate training, 29% entered either medical school, veterinary medical school, or a doctoral program and 35% percent enrolled in master’s programs [4].

In the 2002-2003 five-year assessment, the Department of Curriculum and Instruction in the School of Education reported that 50% of test takers passed Praxis I and 95% passed Praxis II. Faculty used the findings from the Praxis I exam results to revise the curriculum and initiate practice labs and mock Praxis exams. Findings from Praxis II were used to align the curricula within the department and modify clinical experiences. In addition, faculty developed Praxis review seminars and well as courses in classroom management, technology, diversity, and integrating technology throughout the curriculum [5]. In the past three years (2005-2006, 2006-2007 and 2007-2008), the pass rate has been 100% for both Praxis II [6].

Accreditation agencies make public the composite passing rates of licensure exams as well as the program accreditation decisions. The Institutional Planning, Assessment and Research (IPAR) office monitors the accreditation reviews and results of reaffirmations. See the accreditation schedule for the agencies reviewing programs and the outcomes [7].

The results of student achievement on licensing examinations and job placement measure the competitiveness of A&T graduates and the rigor of academic programs. It provides evidence that A&T is meeting the commitments outlined in its FUTURES [8] and UNC Tomorrow [9] goals of producing graduates prepared for lifelong learning, work, and leadership in a competitive, global world.

Supporting Documents

[1] Fact Book, Graduation & Retention Data by Departments

[2] Sociology & Social Work Achievement Outcomes

[3] Bioenvironmental Engineering Achievement Outcomes

[4] Animal Sciences Achievement Outcomes

[5] Curriculum & Instruction Achievement Outcomes 2002-2003

[6] Curriculum & Instruction Achievement Outcomes 2007-2008

[7] Accreditation Schedule

[8] FUTURES, Uncompromising Excellence, 2003, p.1

[9] UNC Tomorrow Phase II A&T Response Plan, pp. 9-20

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Last Updated ( Friday, 18 December 2009 12:57 )

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