The Performance Measures for Student Success Report is the North Carolina Community College System’s major accountability document. This annual performance report is based on data compiled from the previous year and serves to inform colleges and the public on the performance of our 58 community colleges.

In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality.

In 2010, President Scott Ralls established a Performance Measures Committee to develop new performance-based student success measures to go into effect in 2013. The Committee was led by two community college presidents, Dr. Dennis Massey of Pitt Community College and Dr. Molly Parkhill of Blue Ridge Community College. The Committee was comprised of college presidents, vice-presidents, faculty, and directors from a diverse group of colleges representing various areas of expertise.

After a year of researching, drafting, and soliciting feedback from college faculty and staff on potential measures, the Committee formally presented the following eight measures to the State Board:

  • Basic Skills Student Progress
  • Developmental Student Success Rate in College-Level English Courses
  • First Year Progression
  • Licensure and Certification Passing Rate
  • GED Diploma Passing Rate
  • Developmental Student Success Rate in College-Level Math Courses
  • Curriculum Student Completion
  • College Transfer Performance

In November 2011, the State Board formally approved the Performance Measures. These measures were then submitted to the General Assembly in March 2012 and later adopted in June 2012 through Section 8.5 of S.L. 2012-142.

As the revised performance measures were being finalized, attention was turned to developing recommendations for incorporating performance into colleges’ regular formula budget allocations. In May 2012, President Ralls appointed a team of college presidents to a Performance Funding Committee to develop a performance funding model. This committee was led by State Board Chairman K. Ray Bailey and Garret Hinshaw, President of Catawba Valley Community College.

One of the outcomes of this committee was the establishment of system-wide “baselines” and “goals” for each measure. The committee recommended using consistent, statistically defined baselines and goals to promote transparency, simplicity, and objectivity. This utilization of baselines and goals is a departure from the System’s historical use of “standards.”

Based on three years of historical data (if available) for each measure, baselines were set two standard deviations below the system mean, and the goals were set one standard deviation above the system mean. These baselines and goals remain static for three years and will be reset in the 2016 Report.

2020 Performance Measures for Student Success

Measure Baseline System Average Goal SCC Measure SCC Level
Basic Skills Progress 24.2% 45.1% 50.6% 43.4% Above System Baseline
Student Success Rates in College-Level English Courses 40.1% 60.6% 66.6% 61% Above System Average
Student Success Rates in College-Level Math Courses 19.5% 42.7% 46.2% 41% Above System Baseline
First Year Progression 56.6% 70.3% 71.9% 77.5% Above Goal
Curriculum Completion Rate 34.1% 53.4% 52.7% 46.8% Above System Baseline
Licensure Passing Rate Index .79 .98 1.07 1.01 Above System Average
Transfer Performance 74.4% 85.4% 89.4% 86.8% Above System Average

2020 Licensure Pass Rates for Southeastern Community College

Exam System Average SCC Pass Rate
Basic Law Enforcement Training 74% 88%
Cosmetology Apprentice 92% *
Cosmetology 85% 100%
Cosmetology Esthetician 94% *
EMT-Basic 72% 64%
AEMT 58% *
Nurse Aide 74% 61%
Paramedic 73% 100%
Practical Nursing 89% 91%
Registered Nursing 91% 89%

*For privacy and statistical validity, examination data is not reported when the number of first-time test takers is fewer than 5 persons.