A section of the Catalog Cover

College Catalog 2008-2010

2008 Performance Funding Measures Report

Central Carolina Community College Meets All Measures

In February 1999, the North Carolina State Board of Community Colleges adopted twelve performance measures for accountability. Recognizing the importance of these measures in the system's public accountability efforts, the System Planning Council decided to designate the twelve measures, which capture the essential elements of the mission of all community colleges in North Carolina, as the core indicators of student success and include them as the first factor of the Critical Success Factors report.

In 2007, the General Assembly of North Carolina approved a proposal from the State Board of Community Colleges to modify the performance measures. Modifications included changing the standards by which colleges qualify for Exceptional Institutional Performance (formerly Superior College), reducing the number of measures from twelve to eight, and changing the criteria and data collection methods for some of the standards.

In order to receive an Exceptional Institutional Performance rating, a college must meet or exceed all eight performance funding measures, cannot have any licensure exam (for which the college controls who takes the exam) with a passing rate of less than 70%, and the performance of students who transfer to 4-year institutions must meet or exceed the performance level of students native to UNC institutions.

For the 2008 reporting year, CCCC met all eight Performance Funding Measures, but did not qualify for Exceptional Institutional Performance. (See No. 3 below.)

The full NCCCS Critical Success Factors Report can be accessed at http://www.ncccs.cc.nc.us/Publications/docs/Publications/csf2008.pdf

Measures and standards for both Central Carolina Community College (CCCC) and the North Carolina Community College System (NCCCS) are provided below.

  1. Progress of Basic Skills Students: Basic skills students include all adult literacy students. This is a composite measure that includes the percentage of students progressing within a level of literacy, the percentage of students completing a level entered or a pre-determined goal, and the percentage of students completing the level entered and advancing to a higher level. Data Year: 2006 - 2007 Performance Standard - 75% for the composite measure
    • NCCCS Performance - 80%
    • CCCC Performance - 88%
  2. Passing Rates on Licensure & Certification Examinations: The percentage of first-time test takers from community colleges passing an examination required for North Carolina licensure or certification prior to practicing the profession. A licensure requirement for an occupation is one that is required by state statute for an individual to work in that occupation. Certification is generally voluntary but may be required by employers or an outside accrediting agency. Purely voluntary examinations are not reported. Data Year: 2006 - 2007 (Nursing, Veterinary Medicine Technology, and EMT scores are reported on the 2007 calendar year.)

    Performance Standard - The performance standard for the aggregate institutional passing rate is 80%. To qualify for Exceptional Institutional Performance, a college cannot have any licensure/certification exams for which the college controlled who was eligible to sit for the exam with a passing rate less than 70%. Real Estate is included in the aggregate passing rate; however, since colleges do not control who sits for the exam, Real Estate is excluded from the criteria for Exceptional Institutional Performance.
    • NCCCS Performance - 83% aggregate institutional passing rate
    • CCCC Performance - 87% aggregate institutional passing rate
      • 199 of 228 test takers passed their licensure/certification exams on the first attempt in eight categories.
      • With the exception of Real Estate (see note above), none of the eight categories had passing rates averaging less than 70%.
      • The results in two additional categories were not published because there were fewer than 10 test takers. For privacy and statistical validity, no examination data are reported when the number of first-time test takers is fewer than 10 persons.
  3. Performance of College Transfer Students: The performance of community college associate degree students (Associate in Arts, Associate in Science, and Associate in Fine Arts) who transfer to UNC universities is compared with students native to the UNC universities. (Colleges may also submit data from other 4-year colleges and universities to be included with the data from the UNC System.)

    Performance Standard - 83% of community college transfer students identified in two cohorts will have a GPA greater than or equal to 2.0 after two semesters at a UNC university or at other 4-year institutions. (See note above.) Cohort 1 includes college transfer degree recipients (AA, AS, AFA) at the end of two semesters at the public university (compared to the performance of native juniors). Cohort 2 includes college transfer students completing at 24 hours or more of college transfer courses at a community college but not completing the degree (compared to the performance of native sophomores). To qualify for Exceptional Institutional Performance, the performance of community college transfer students will be equivalent to the performance of students native to UNC institutions: 87% for 2006-07.
    • NCCCS Performance - 84% (2005 - 2006 NCCCS Students)
    • CCCC Performance - 85% (2005 - 2006 CCCC Students)
    • CCCC College Transfer Degree Performance - 88%
    • CCCC 24+ Hours Cohort Performance - 82%
  4. Passing Rates of Students in Developmental Courses: The percent of students who complete developmental English, mathematics, or reading courses with a grade of "C" or better. Data Year: 2006 - 2007
    • Performance Standard - 75%
    • NCCCS Performance - 81%
    • CCCC Performance - 83%
  5. Success Rate of Developmental Students in Subsequent College-Level Courses: The performance of developmental completers in subsequent college-level courses will be measured. Specifically, performance of students who took developmental English courses and subsequently took college-level English courses was assessed. Likewise, the performance of students who took developmental math courses and then took college-level math courses was tracked. The purpose of this measure is to provide evidence that developmental courses equip students with the skills and knowledge necessary for success in their college studies.

    Performance Standard - 80% of students who completed a developmental course in 2005-06 and completed a subsequent college level course in 2006-07 will have a passing grade for the college level course.
    • NCCCS Performance - 88% of the students who completed a developmental English and/or math course(s) had a grade of "D" or better in subsequent college-level English and/or math course(s).
    • CCCC Performance - 94% of the students who completed a developmental English and/or math course(s) had a grade of "D" or better in subsequent college-level English and/or math course(s).
  6. Satisfaction of Completers and Non-completers: This indicator reports the proportion of graduates and early-leavers who indicate that the quality of the college programs and services met or exceeded their expectations. Data Year: 2006 - 2007

    Performance Standard - 90% of the combined respondents will report being satisfied with the quality of the college's programs and services.
    • NCCCS Performance - 98% of program completers responded that they were satisfied with the academic programs, while 95% of program non-completers responded that they were satisfied. Aggregate percentage - 97%
    • CCCC Performance - 98% (Aggregate percentage)
  7. Curriculum Student Retention, Graduation, and Transfer: This composite indicator consists of the following:
    • The number of individuals completing a curriculum program with a certificate, diploma, or degree.
    • The number of individuals who have not completed a program but who are continuing enrollment in either curriculum or occupational extension programs.
    • The number of students who transfer to a university or another community college.
    This composite indicator will consist of the above three measures, each reported separately for each college. The sum of the three will be divided by the total number of curriculum students in the cohort to compute an indicator of curriculum student progress and success. Data Year: 2006 - 2007

    Performance Standard - 65% of the fall cohort will either have completed their program, still be enrolled the following fall at the community college, or transferred to a university or another community college.
    • NCCCS Performance - 68%
    • CCCC Performance - 65%
  8. Client Satisfaction with Customized Training: The percentage of businesses/industries who have received services from a community college indicating that their expectations have been met. Data Year: 2006 - 2007

    Performance Standard - 90% of businesses/industries surveyed will report satisfaction with the services provided by community colleges.
    • NCCCS Performance - 94% responded that the customized training was excellent, or very good.
    • CCCC Performance - 93% Satisfied

CCCC Performance Measures Summary

Performance Measures Summary Chart