Pitt Community College Key Performance Indicators and Benchmarks Goal 1: Student and Community Access Provide creative and convenient ways for students to enter and succeed in post-secondary education & training programs. Strengthen existing relationships and create new links between the College and its communities. # Performance Indicator Description 1.01 Access and Equity The percentage of PCC students (credit and non-credit combined) by gender and ethnicity compared to the corresponding percentage of adults 18 years old and older in Pitt County. Benchmark/Baseline Gender: The percentage of credit and non-credit (a) males, and (b) females at PCC in the most recent academic year will be within 3% of the percentage of adults 18 years old and older in Pitt County. Ethnicity: The percentage of credit and non-credit (a) white, and (b) non-white students at PCC in the most recent academic year will be within 3% of the percentage of adults 18 years old and older in Pitt County. 1.02 High School Graduates Enrolled Percentage of Pitt County high school graduates (public, private, or home-schooled) that enroll in a credit or noncredit course at PCC within one year of graduation. A minimum of XX% of Pitt County high school graduates (public, private, or home-schooled) enroll in a credit or noncredit course at PCC within one year of graduation. (The average percentage over the prior five years is XX%.) 1.03 Market Penetration Percentage of Pitt County adults, 18 years old and older, taking credit and/or non-credit classes in an academic year. (For informational purposes only: The percentage of Pitt County adults, 18 years old and older enrolling in credit and -credit courses [listed separately] by US Census age grouping will be provided. US Census groups: 18-19, 20 24, 25-34, 35-49, 50 64, 65 & over) A minimum of YY% of Pitt County adults, 18 years old or older, enroll in a credit or non-credit class in the most recent academic year. (The average percentage over the prior five years is YY%.) 1.04 Special Program Participation Participation level (percentage or number) of students in programs for at-risk & targeted populations (MMM, VISIONS, TRIO/SSS, Students with Disabilities, and Veterans). MMM: Eligible student enrollment (ethnic minority male students) in MMM program will increase 3% per academic year over the next 3 academic years. TRIO/SSS: The maximum program enrollment of eligible participants will be met within 3 weeks of start of Fall term. VISIONS: At least 80% of the students participating in the VISIONS program will achieve at least a 2.3 GPA after two consecutive semesters of enrollment. Students with Disabilities: A minimum of 10% of eligible students will be enrolled in Disabilities Services. (At 3.5% in 2010-11, with strategic goal to increase to 10% by 2013-14.) Veterans: 25 % of student veterans will become members of the PCC Student Veterans Association (PCCSVA) within the first year of enrollment. PLT approved 11/01/11 Page 1
1.05 Financial Aid Access The average financial aid award per FTE. (The total amount of grants and loans awarded to PCC credit students in an academic year divided by the total credit FTE generated during that same year.) Readily available financial aid facilitates access to higher education for many in the College s service area. 1.06 Alumni Engagement The number of alumni (regardless of last date of enrollment) who submit updated contact information to the alumni office within the most recent academic year. At PCC, an alumni is defined as anyone who enrolls in a PCC credit or non-credit course. The average financial aid award in the most recent academic year per FTE is at least $XXXX.XX per FTE. (The average financial award per FTE over the prior five years is $XXXX.XX per FTE.) PCC will (a) monitor the number of alumni who submit updated contact information to the alumni each year for three years in order to establish a baseline, and (b) pursue a strategic goal of increasing the alumni who submit contact information to the alumni office by 3% each year for the next 3 years. 1.07 Availability & Success in Online Delivered 1.08 Service to Pitt County Businesses 1.09 GED/AHS Transition into Curriculum Program Part 1: The percentage of sections of credit courses delivered online (Internet). Part 2: The success rate of students in all online classes compared to success of students in all seated classes (traditional). Success is defined as (a) retention in course, and (b) average grade in the course of students retained to the end of the course. The number of entrepreneurs counseled by the PCC Small Business Center in starting and managing a successful business. The percentage of Pitt Community College GED and AHS completers who transition into a PCC credit or non-credit program within three years of completion. (a) Between 30% and 35% of sections taught by PCC in the most recent academic year will be delivered online. (b) The average retention rate of students in all online (Internet) courses will be within 8% of the average retention rate of students enrolled in all seated (traditional) courses. The denominator will be those students enrolled at the census date. The numerator includes students earning grades of A, B, C, D, F, I, S, U, and IP. (c) The average grade of students in all seated credit courses at the end of the course will be within 0.30 grade points of the average grade of students in all seated (traditional) courses. Grades included are A, B, C, D, F, W, S, and U. The number of Distinct Clients served by the PCC Small Business Center with grow by ten percent each fiscal year. A minimum of 60% of Pitt Community College's GED and AHS completers transition into a PCC credit or non-credit program within three years of completion. PLT approved 11/01/11 Page 2
Goal 2: Student Success Ensure that students achieve their goals for career enhancement or advancement, degree or credential completion, transfer to university studies, or personal enrichment. Performance # Indicator 2.01 Student Retention in 2.02 Student Success in 2.03 General Education Success 2.04 NCCCS Measure #1: Basic Skills Student Progress Description The percentage of students enrolled in credit courses at the census date that are retained in the course until the end of the term. Students counted as retained receive grades of A, B, C, D, F, I, S, U, and IP. The percentage of students in all credit courses that completes the course with a grade of C or better. (Denominator includes grades A, B, C, D, F, I, S, U, and IP.) For each General Education Competency, the percentage of student responses that demonstrate mastery of the competency. Percentage of students post-tested during the program year (fiscal year) who progress or move up an educational functioning level. Benchmark/Baselines A minimum of XX% of students are retained in their credit courses until the end of the term in the most recent academic year. (The average percent retained over the prior five years is XX%.) A minimum of YY% of students in all credit courses complete the course with a grade of C or better in the most recent academic year. (The average percent over the prior five years is YY%.) For each of the General Education Competencies assessed, the percentage of student responses demonstrating at least average mastery will be at least equal to the percentage the prior year. The percentages for 2010-11 are: Communication = 94%; Critical Thinking = 89%; Technology (AAS) = 97%; and Technology (UT) = 93% A minimum of 35% of students post-tested during the last fiscal year move up an educational functioning level. 2.05 NCCCS Measure #2: GED Diploma Passing Rate Part 1: Percentage of GED students who attempt all five tests during a program year (fiscal year) who receive a GED Diploma. (Denominator equals all GED candidates taking all five tests during a fiscal year. Numerator equals all GED candidates successfully passing all five tests during that program year.) (Part 1 matches the NCCCS description.) Part 2: Percentage of GED students who attempt all five tests within a 12 month period and receive a GED Diploma. (a) A minimum of 80% of GED students taking all five tests during the most recent program year and receive a GED Diploma. (b) A minimum of % of GED students taking all five tests within the 12 month prior receive a GED Diploma. 2.06 NCCCS Measure #3: Developmental Student Success Rate in College-Level English Percentage of previously developmental English and/or reading students successfully completing a credit English course with a C or better upon the first attempt (within one year of developmental completion). A minimum of 80% of previously developmental English and/or reading students successfully complete a credit English course with a C or better upon the first attempt (within one year of developmental completion). (The old NCCCS measure assessed grades D or higher. PCC measured 89% last year) PLT approved 11/01/11 Page 3
2.07 NCCCS Measure #4: Developmental Student Success Rate in College-Level Math 2.08 NCCCS Measure #5: First Year Progression 2.09 Short-Term Student Retention 2.10 NCCCS Measure #6: Curriculum Completion 2.11 NCCCS Measure #7: Licensure & Certification Passing Rate 2.12 NCCCS Measure #8: College Transfer Performance (slightly modified) Percentage of previously developmental math students successfully completing a credit math course with a C or better upon the first attempt (within one year of developmental completion). Percentage of first-time, fall credential-seeking students who successfully complete ( C or better) at least twelve hours within their first academic year. The percentage of first time, part-time or full-time, fall semester, credential-seeking students being retained from (a) Fall Semester to the subsequent Spring Semester and (b) Fall Semester to the subsequent Fall Semester. Percentage of first-time fall credential-seeking students who graduate, transfer, or are still enrolled with 36 hours after six years. Percentages of students who graduate, transfer, and are still enrolled will be provided separately for information purposes only. Aggregate institutional passing rate of first time test-takers on licensure and certification exams. Exams included in this measure are state mandated exams for which candidates must pass before becoming active practitioners. Passing rates for individual exams will be provided for informational purposes only. Percentage of community college associate degree completers and those who have completed 30 or more credit hours with a GPA of 2.00 or better at a North Carolina four-year college or university one of the 16 universities in the UNC System after two consecutive semesters within the academic year. A minimum of 80% of previously developmental math students successfully complete a credit math course with a C or better upon the first attempt (within one year of developmental completion). (The old measure assessed grades D or higher. PCC measured 91% last year) A minimum of ZZ% of first time, fall semester, credentialseeking students successfully complete at least twelve credit hours with a grade of C or better during the most recent academic year. (The average percentage over the prior five years is ZZ%.) (a) A minimum of XX% of first time, part-time or full-time, fall semester, credential-seeking students are retained from Fall Semester to the subsequent (latest) Spring Semester. (The average percentage over the prior five years is XX%.) (b) A minimum of WW% of first time, part-time or full-time, fall semester, credential-seeking students are retained from Fall Semester to the subsequent (latest) Fall Semester. (The average percentage over the prior five years is WW%.) A minimum YY% of first time, fall semester, credential-seeking students will graduate, transfer, or are still enrolled with 36 hours after six years. (The average percentage for the three prior cohorts is YY%.) A minimum of 80% of first-time test takers successfully pass licensure/certification exams required in state-mandated disciplines prior to practicing in the profession. A minimum of 83% of associate degree completers and those who have completed 30 or more credit hours at a university in the UNC System will have a GPA of 2.00 or better after two consecutive semesters within the academic year. PLT approved 11/01/11 Page 4
Goal 3: Program Excellence Provide high quality educational programs and services in a professional manner to a diverse community. Integrate human ingenuity and/or technological advances into all activities of the College. # Performance Indicator Description 3.01 Staffing Diversity The percentage of PCC employees by gender and ethnicity compared to the corresponding percentages in the adult population 18 years old or older in Pitt County with an associate degree or higher education level. Assessment period is the most recent academic year. 3.02 Adequate Facilities The number of academic square feet per FTE compared to the average across all colleges in the NCCCS. 3.03 Acceptability of Audits No material audit findings. Audits included in this measure include fiscal, program (FTE), Department of Education, Veterans Administration, and other granting agencies. Benchmarks/Baselines Gender: The percentage of all employees (a) males and (b) females at PCC in the most recent academic year will be within 3% of the percentage of adults 18 years and older in Pitt County with an associate degree or higher educational level. Ethnicity: The percentage of all employees (a) white and (b) non-whites employees at PCC in the most recent academic year will be within 3% of the percentage of adults 18 years and older in Pitt County with an associate degree or higher educational level. The number of academic square feet per FTE at PCC will be no less that 75% of the average number of academic square feet per FTE across all colleges in the NCCCS. There will be no material audit finding within the most recent academic year. 3.04 Utilization of Learning Management System (Moodle) The percentage of credit courses within an academic year using a PCC supported learning management system (Moodle). At least 45% of the sections of credit courses offered in the most recent academic year will utilize Moodle in some manner. 3.05 Employee Retention This measure addresses employee turnover per year. That is, the percentage of annually appointed faculty, and staff who are retained as employees as measured against data from the NC Office of State Personnel. (a) A minimum of 88 % of annually appointed employees are retained as of October 1 of each year. 3.06 Professional Development The percentage of annually appointed (1) faculty, and (2) staff who participate in at least one supervisor approved formal professional development activity each academic year. Approved professional development activities from any fund source will be included. (a) A minimum of 2/3 of annually appointed faculty participate in at least one formal professional development activity in the most recent academic year. (b) A minimum of 2/3 of annually appointed staff participate in at least one formal professional development activity in the most recent academic year. PLT approved 11/01/11 Page 5
3.07 Sustainability & Utility Costs 3.08 Successful Employment of Graduates The cost per gross square foot required to heat & cool PCC facilities compared to the average cost per gross square foot across all colleges in the NCCCS. The percentage of AAS degree completers who indicate they (1) are employed, and (2) are employed in their field of study. The cohort is defined as the AAS degree completers in August, December & the following May who update their alumni information by the subsequent May. The cohort is surveyed in June, immediately after the subsequent May graduation. The BTU usage per gross square foot required to heat and cool PCC facilities within the last fiscal year will be no more that 115 % of the BTU usage per gross square foot across all colleges in the NCCCS. PCC will evaluate data from the first cohort to establish a baseline for future comparisons. Benchmark TBA. (1) A minimum of % of AAS degree completers in the cohort report being employed. (2) A minimum of % of AAS degree completers in the cohort report being employed in their field. PLT approved 11/01/11 Page 6