³Ô¹Ïtv

Student Success Profile

³Ô¹Ïtv's mission says that we will "provide access to targeted baccalaureate level degrees that meet the economic development needs of the growing and diverse population of the northeast Atlanta metropolitan region" and that we "produce contributing citizens and future leaders for Georgia and the nation."Ìý³Ô¹Ïtv's Institutional Goals include the following:

• Produce graduates who can anticipate and respond effectively to the changing world,
• Inspire graduates to be contributing citizens and community leaders, and
• Achieve significant levels of student success in retention, progression, and graduation.

These goals make it clear that ³Ô¹Ïtv is committed to high levels of student achievement, both during the student's time at ³Ô¹Ïtv and after graduation. ³Ô¹Ïtv monitors several types of data to assess its success in meeting these goals.

Early Course Completion Patterns

Early success, and particularly early success in critical gateway classes, is essential for students to develop confidence in their ability to complete a degree and a growth or academic mindset. Therefore, ³Ô¹Ïtv's first set ofÌýstudent success metrics monitors the extent to which ³Ô¹Ïtv students meet the fundamental early milestones.ÌýThese include (a) completion of 30 college credits within the first twelve months of enrollment, (b) completion of math and English in the first twelve months of enrollment, and (c) completion of nine credit hours related to a focus area or meta-major.Ìý

The running three-year average of each measure is used to better capture the college’s long-term effectiveness in supporting students. Comparison data for the University System of Georgia State College sector is used to set a goal or target value. Target values are tied to the college’s strategic plan and are goals for 2025. The table below shows the current three-year average for the first two of the metrics listed above as well as ³Ô¹Ïtv's long-term goal for each.

Student Retention and Graduation

A second clear marker of success is degree completion and graduation. As a state college within the University System of Georgia (USG), ³Ô¹Ïtv serves both to offer baccalaureate programs for native and transfer-in students and as a transfer-out, feeder institution for others within the system. Recognizing this important role, ³Ô¹Ïtv monitors first year retention both at ³Ô¹Ïtv and within the USG. In addition, ³Ô¹Ïtv monitors four-year and six-year graduation rates for students who either start or transfer to ³Ô¹Ïtv and complete at any USG institution. As with first-year success measures, ³Ô¹Ïtv has used the performance of other state colleges to establish 2025 target values. Target and current values of these metrics are shown below.

Another way ³Ô¹Ïtv considers retention and graduation is by recognizing the large number of students who transfer to the college and complete their degrees. Transfer students start at different points in their pathways to success. Four-, six- and eight-year graduation rates of students who both start and finish at ³Ô¹Ïtv, and who transfer to and finish at ³Ô¹Ïtv, are key student completion indicators for the college. The table below provides four-, six- and eight-year graduation rates, minimum thresholds of acceptability, and 2030 goals for success, for these three key student completion indicators.

A cohort of new students includes all first-time freshmen (FTF) and all students who transferred into ³Ô¹Ïtv in each fall semester.

³Ô¹Ïtv is also committed to understanding and supporting the diversity of its student population, which reflects the diversity of Gwinnett County. The table below provides snapshots of the four-,Ìýsix- and eight-year graduation rates of ³Ô¹Ïtv students by race and ethnicity.

³Ô¹Ïtv also knows that many students seek ³Ô¹Ïtv because of its affordability and acquire federal Pell Grants to attend. The tables below provide seven-year averages, from 2016-2022, of retention rates for first-time freshmenÌýand transfer-in populations, by race/ethnicity, and by Pell Grant recipient status, respectively.

Student Learning

Successful efforts in college are meant to include the development of knowledge and skills that will be useful to students in their lives as contributing citizens in the world. ³Ô¹Ïtv has defined eight essential skills, termed the Integrated Educational Experience Student Learning Outcomes (IEEs). A comprehensive assessment of student achievement must include attention to student progress in developing competence in these learning outcomes. The IEEs are assessed regularly within the framework of programmatic student learning assessment in both the academic programs and the co-curricular programs and through direct assessment. The results of programmatic assessments associated with IEEs are classified as "Met" or "Partially Met" and weighted as 1Ìýor 0.5, respectively. These are then averaged and reported as a percentage. The results for the past three academic years are shown in the table that follows.

Weighted Average of IEE SLOs

³Ô¹Ïtv's annual target is to exceed the three-year average.

In addition, ³Ô¹Ïtv has invested in developing or identifying appropriate direct assessments for each of the IEE SLOs and in building an assessment structure that gathers data on student cohorts at entry, upon completion of the general education requirements (i.e., at approximately 60 credit hours), and near graduation. These assessments are administered by Academic Assessment and Accreditation, which maintains the data. The three to five year averages for each are shown below.