Research and Reports
In addition to a number of internal surveys and documents, the Office of Institutional Effectiveness publishes annually several reports. These reports are the collection, analysis, and communication of institutional data to support planning, evaluation, assessment, and management.
The Annual Review provides context to the college’s progress and achievement over the past academic year and reflects how Carteret Community College has served its students, local employers, and Carteret County at large.
2017-2018 Annual Review
Established in 1963 as an industrial education center, Carteret Community College is an accredited two-year community college offering a wide variety of workforce and personal development opportunities and academic programs with disciplines in University Transfer, Applied Sciences, and Health Science.
2017-2018 College Profile
The college’s Fact Book is designed to provide faculty, staff, and administration with frequently used information for informed planning and decision-making. The Fact Book, updated annually, provides users with a snapshot of institutional characteristic in several broad categories across all functional units of the college.
2018-2019 Fact Book
This document, created to express the structure, function, and culture of the college as an institution of higher learning, is intended as a communication tool that allows the community to better understand how the college operates, and represents a snap-shot of our identity.
2018-2019 Identity Document
The Integrated Postsecondary Education Data System (IPEDS), established as the core postsecondary education data collection program for the National Center for Education Statistics (NCES), is a system of surveys designed to collect data from all primary providers of postsecondary education. IPEDS is a single, comprehensive system designed to encompass all institutions and educational organizations whose primary purpose is to provide postsecondary education. The IPEDS system is built around a series of interrelated surveys to collect institution-level data in such areas as enrollment, program completion, faculty, staff, and finances (Source: National Center for Education Statistics)
Integrated Postsecondary Education Data System (IPEDS)
North Carolina Community College System (NCCCS) Performance Measures for Student Success
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 58 community colleges and the public on their performances. Seven performance-based measures of student success are used to compare institutional success to established system-wide baseline and excellence levels.
- Basic Skills Student Progress
- Student Success Rate in College-Level English Courses
- Student Success Rate in College-Level Math Courses
- First Year Progression
- Curriculum Student Completion
- Licensure and Certification Passing Rate
- College Transfer Performance
In 2016, the State Board of Community Colleges approved and the General Assembly adopted through Section 10.0 of S.L.2016-94 the revised Performance Measures for Student Success. The table below describes the new performance measures and includes Carteret Community College’s results.
NCCCS Performance Measures
2018 Summary Report of Performance Measures for Student Success
(Data collected from AY 2016-2017)
|A. Basic Skills Student Progress||Percentage of basic skills students who have post-tested and have accumulated 12 or more contact hours during program year, who complete the year at a higher Educational Functioning Level.||Goal:|
|B. Student Success Rate in College-Level English||Percentage of first-time Associate Degree seeking and transfer pathway students passing a credit-bearing English course with a “C” or better within their first two academic years.||Goal: |
|C. Student Success Rate in College-Level Math||Percentage of first-time Associate Degree seeking and transfer pathway students passing a credit-bearing Math course with a “C” or better within their first two academic years.||Goal: |
|D. First Year Progression||Percentage of first-time fall curriculum students attempting at least 12 hours (including developmental courses and course withdrawals)within their first academic year who successfully complete at least 12 of those hours with a grade of A, B, C, of P.||Goal:|
|E. Curriculum Completion||Percentage of first-time fall semester credit-seeking students who graduate, transfer, or are still enrolled with 36 non-developmental hours after 6 years.||Goal:|
|F. Licensure and Certification Pass Rate||Percentage of licensure and certification exams passed on the first attempt during the year.||Goal:|
|G. College Transfer Performance||Percentage of Associate Degree completers and those who have completed at least 30 credit hours who transfer and achieve a GPA of 2.25 or higher after two consecutive semesters within the academic year at the transfer institution.||Goal:|
Carteret Community College continually strives to better serve the needs and improve services to our students. To do this, the Office of Institutional Effectiveness will, conduct every two years beginning Spring 2016, a Student Satisfaction Survey. The survey will ask students to provide their input on five areas: overall satisfaction, instruction, student activities and services, resources, and advising.
2016-2017 Student Satisfaction Survey
Student Achievement Data
Carteret Community College is committed to the evaluation of student achievement, and monitors enrollment, retention, and completion on the institutional and program level, college transfer, job placement, and state licensing examinations.
College Transfer Performance and Licensure and Certificate Passing Rate are included in the North Carolina Community College System Performance Measures for Student Success. Healthcare and Career and Technical programs with program accreditation monitor job placement/employment rates.
2017-2018 Year-End Report