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Campbellsville University uses a variety of measures of student success. The Academic Council identifies and evaluates multiple student achievement measures on an annual basis. The results of these measures are published on the Campbellsville University website.
Campbellsville University uses eligibility for financial aid, average net costs, graduation rates, course completion rates, licensure pass rates in education and nursing, employment rates in education and nursing, assessment results from certification and licensure programs, and assessment results for graduate programs in the School of Business and School of Social Work as measures of student success. The following narrative explains why these criteria were selected, how thresholds were determined, and how they are consistent with the mission of the university.
Eligibility for Financial Aid
To help students focus on academic success, CU strives to be an affordable provider of quality higher education. The institution’s use of “eligibility for financial aid” as a measure of success not only relates to helping students be academically successful, but also relates directly to two core values of the Mission Statement:
● To provide an environment conducive for student success
● To model servant leadership through effective stewardship of resources
In order for students to maintain financial aid eligibility, they must meet the Satisfactory Academic Progress (SAP) requirements set by the Federal Government. There are two major components of the SAP requirements; appropriate GPA and successful completion of at least 67% of course work attempted. It should be noted that a higher eligibility percentage for financial aid is an indication of completion on time, and thus relates directly to these two goals in the CU mission statement. The administration of the university would not be modeling servant leadership if the eligibility for financial percentage aid were to drop below 90%. In fact, these students in this gap usually cannot afford to attend college. The following table provides the percentage of students maintaining eligibility for financial aid.
Table 1 – Percent Eligible for Financial Aid
|Academic Year||Percentage||Actual Numbers|
Table 2 – Average Net Cost
The institution strives to keep the average net cost for students at a level significantly below the list of 16 comparative schools. The threshold established for CU’s average cost per student is to be five to ten percent below the average cost of the 16 comparison schools. This lower cost in turn allows the student to focus more on academic work and less on having to have a job off campus, making the environment conducive to student success. Likewise, this is an effective model of stewardship by providing a quality education at a reduction in cost. The average net cost is directly related to the percentage of students receiving financial aid.
|Academic Year||CU Average Cost||Comparison Group Average Cost||Percent Below Comparison Group|
Use of Graduation Rates
The use of graduation rates as a measure of student success also shows that the university provides an environment conducive for student success. The threshold is to be at or above the average graduation rates of the 16 institutions in the comparison group. The goal, as stated in VISION 2025, is “to increase graduation rates to make CU comparable to the best of the peer schools.” This goal was set in 2009 when a different group of schools was used for comparison. The new group was selected as a more appropriate comparison group. The new comparison group was selected based on institutions in SACSCOC region by comparative size and either Kentucky School, Appalachian College Association member, Baptist, or Mid-South Conference. The benchmark for graduation rates is to be at or above the average of the 16 comparison institutions listed in Table 3-IPEDS Cohort Graduation Percentage. The Administrative Council has changed the goal, desiring that CU’s graduation rate be 48% by 2025. The geographical area from which CU draws the majority of her students and the fact that more than half of the freshmen class are first generation college students makes the new goal of a 48% graduation rate very appropriate but challenging.
Table 3 – IPEDS Cohort Graduation Percentage
|School Name||2017 Grad Rate %|
|2016 Grad Rate %|
|2015 Grad Rate %|
|2014 Grad Rate %
|Alderson Broaddus U||47||49||38||45|
|Charleston Southern U||35||36||39||34|
|East Texas Baptist U||31||38||46||38|
|Florida Memorial U||38||38||39||39|
|Houston Baptist U||48||44||33||45|
|Lindsey Wilson College||35||34||29||35|
|Mars Hill U||31||34||34||37|
|U of Charleston (WVa)||49||40||47||35|
|U of Pikeville||30||27||35||40|
|U of the Cumberlands||41||43||37||36|
|Mean of the other 16||37||36||36||37|
Title III Student Retention and Achievement
It is the case that CU has not reached the 48% graduation rate. However, steady progress has been made over the past several years moving the graduation rate from lower 30’s to the 2017 level of 34 (See the two graduation rates in the table above). In 2012, Campbellsville University was awarded a Title III Grant from the Federal Government. The focus of this grant is to increase retention and graduation rates. In order to improve retention and graduation rates, CU instituted learning communities for freshman students. In these learning communities, students are paired with other students in their major in their orientation classes and in two general education courses. Additionally, CU employs academic coaches that provide a support structure to enable students to make a successful transition to college. The academic coaches have a variety of roles, but they are mostly to support freshman and help them be successful. In 2018-2019, CU additionally employed an academic coach to work with sophomores.
The data included in the third year report from the Title III Grant indicates that it produced a 13% increase in student achievement to 88.5%. It also produced a 4% increase in fall-to-fall first year retention to 66% with an additional 1% increase of student persistence to junior year to 53%. If this trend continues, CU should continue to see the graduation rate increase.
Use of Course Completion Rate
The university’s course completion rate is another measure that shows student success. This measure supports the core value: “To provide an environment conducive for student success.” Campbellsville University considers a 90% course completion rate to be the threshold for success.
Table 4 – Course Completion Rates (Data from Institutional Research)
|Academic Year||Fall Success Rate||Spring Success Rate|
To calculate the data in Table 4-Course Completion Rates, grades of F, I, NR, U, and WA were deemed unsuccessful grades. NG and W grades are removed from the calculations. For example, courses such as science labs that make up part of the corresponding course credit receive a grade of NG. The University is working through a strong academic support unit to move the course completion rate to 93%.
School of Education PRAXIS Pass Rates and Employment Rates
The SOE uses many sources of data to determine program improvement and student achievement. The SOE uses Praxis Subject Assessment pass rates and job employment percentage as critical data to determine candidate (student) achievement through licensure completion (graph 1) and job attainment (graph 2). n compliance with Council for Accreditation of Education Preparation (CAEP), the SOE continuously collects and analyzes data that demonstrate student achievement of all Kentucky Teacher Performance Standards (KTPS/InTASC), including standards on Professional Development, Learning Environment. Meeting the KTPS is necessary for the successful completion of state licensure (Praxis Subject Assessments) and job placement. SOE faculty members analyze such data every year and determine areas for growth based on data. The SOE creates an annual Strategic Plan and Program Improvement Plan to create accountability for improvement and change as needed. All of these measures ensure that the SOE addresses the CU mission statement value of achieving academic excellence through rigor and relevancy in undergraduate programs.
The University uses pass rates for the PRAXIS in the School of Education to measure success in those fields requiring licensure. The particular PRAXIS discussed in this section include both subject assessments, based on certification areas, and assessment of pedagogical knowledge, Principles of Learning and Teaching (PLT). The Campbellsville University School of Education (SOE) offers degrees leading to licensure by the Kentucky Educational Professional Standards Board (EPSB) in the following areas: Interdisciplinary Early Childhood Education, P-5
(Elementary), Middle Grades, Biology, Chemistry, English, Mathematics, Social Studies at the 8-12 level, and Health and Physical Education, Music, Art, and Spanish at the P-12 level for undergraduates and for 5-9 and 8-12 at the graduate level Masters of Art of Teaching (MAT). An acceptable pass rate on the PRAXIS subject assessments implies students are being successful in these academic areas. In addition, the PRAXIS pass rate indirectly implies that these students are successful in general education and other disciplines that relate to these areas. The following data show direct support of the mission statement “to foster professional preparation within a caring environment.”