Student Achievement, Five-year Graduation Rates & Retention

Core Metrics | 4-Year Grad Rates | Undergrad Degree Efficiency | Average Cumulative Debt at Graduation | Education and Related Expenses per Degree | Achievement Gaps Undergrad Degree Efficiency | Adult Learner Enrollment | ECSU General Enrollment Trends  |General Internal Metrics and Disaggregated Data | Retention Rate | Graduation Rates | Course Completion | DFW % | Licensure Exam Pass Rates

 

MEASURES OF STUDENT ACHIEVEMENT

Elizabeth City State University (ECSU) identifies, evaluates and publishes goals and outcomes of student achievements appropriate to the institution’s mission, the nature of the students it serves, and the kinds of programs offered, using multiple measures to document success.

SACSCOC Policy Statement on Institutional Obligations for Public Disclosure states that an accredited SACSCOC institution is obligated to provide to its students, constituents, and the public information about itself that is complete, accurate, timely, accessible, clear and sufficient. Information that must be provided to the public includes the institution's statements of its goals for student achievement and the success of students in achieving those goals. Information on student success may include reliable information in retention, graduation, course completion, licensure examinations, and job placement rates and other measures of student success appropriate to institutional mission.

In accordance with SACSCOC requirements and in response to U.S. Department of Education directives regarding student success, Elizabeth City State University identified the Eight-Year IPEDS Graduation Rate metric as a criterion for student success and achievement. The University selected this indicator because the University wanted a valid and reliable way to compare itself to its peers and this indicator reflects the successful graduation of students as captured at the federal level outcome. As of November 2023, the ECSU Six-Year graduation rate was 47%. By contrast, the completion rate of the set of peer schools the University identified to contextualize its performance on this indicator was an average of 39%. The University considers 39% to be the threshold of acceptability on this criterion of student success.

ECSU uses several internal and external indicators to evaluate the achievement of its students including enrollment, retention rates, graduation rates, and course completion rates. These criterions are governed by targeted performance goals and peer comparison groups. These performance measures are identified by the UNC-System, IPEDS peer comparison grouping sent to SACS- COC, programmatic accreditation requirements, state performance mandates and national ranking data found in various college ranking guides. Most of these measures, targets and metrics for student achievement are also integrated into ECSU’s strategic plan and the University of North Carolina System’s strategic plan, while others evolve from program accreditation and other institutional priorities. So, we moved from general (UNC System) external targets and achievement to specific (ECSU) internal targets and achievement. Measures and targets included are presented with their respective findings, including continuous improvement efforts.

ECSU consistently evaluates and updates these metrics through a variety of institutional initiatives. For instance, the Chancellor and faculty institute regularly presents evidence of student achievement and other metrics to the Board of Trustees and other University and community constituents. In addition, many of these metrics are regularly discussed with respect to institutional planning efforts related to academic planning, accreditation reporting and reviews, program review, curriculum development, and faculty and staff assessment decisions regarding use of results for continuous improvement in their specific units.

To ensure appropriateness, targets and criteria of comparison reflect accepted institutional data, methods and metrics, ECSU uses disaggregated data analyzed from various performance measures to inform institutional and operational decisions. In addition, ECSU engages in the strategic planning processes that are established by the UNC system. Since January 2022, metrics and targets from UNC System Strategic Plan have been utilized as an external and internal set of requirements or benchmarks. The Plans call on the UNC System to achieve ambitious goals under five broad categories: Access, Student Success, Affordability and Efficiency, Economic Impact and Community Engagement, and Excellent and Diverse Institutions. 

 

  • 4-Year Grad Rate
  • Undergrad Degree Efficiency
  • Average Cumulative Debt at Graduation for First-Time Students
  • Average Cumulative Debt at Graduation for Transfer Students
  • Education and Related Expenses per Degree
  • Adult Learner Enrollment

 

ECSU selected these student achievement metrics and benchmarks among others in an effort to reflect targeted success across a diverse student body. These internal and external criteria and benchmarks are discussed below in addition to the ways in which ECSU monitors student success and carries out continuous improvement in each outcome and target area. Since 2021, ECSU expanded its focus on the enrollment metrics and targets related to the criteria created in consultation with the UNC System Office. The metrics, targets and actuals will follow in the discussion under External Metrics from UNC System Strategic Plan.

 

Metrics from UNC System Strategic Plans

ECSU’s commitment to ensuring higher education access to varied student populations is in-line with the UNC System Strategic Plan 2022-2027, which focuses on increased 4-year graduation rates, reducing the gap in degree attainment among all student populations, and increased enrollment and access to students and reducing debt at graduation of First-time and Transfer students. In alignment with ECSU’s mission statement, the ECSU and UNC System Strategic Plans, the table below gives a snapshot of the four performance goals, criteria, achievement target and baseline years identified as targeted goals to meet. Undergrad Degree Efficiency and Education related expenses have remained consistent while Adult Learners have increased.

Table 1: Core Metrics

 

Core Metrics

Baseline Year

2020

 

2021

 

2022

 

2023

 

2024

4-Year Graduation Rate

26.24%

30.50%

25.96%

28.08%

29.17%

Undergraduate Degree Efficiency

15.77

16.87

18.19

19.19

20.07

Average Cumulative Debt at

Graduation for First-Time Students

 

$18,597

 

$15,964

 

$16,322

 

$14,357

 

$16,099

Average Cumulative Debt at

Graduation for Transfer Students

 

$15,223

 

$12,603

 

$9,794

 

$10,335

 

$9,816

Education and Related Expenses

per Degree

 

$168,839

 

$133,565

 

$158,078

 

$133,115

 

$148,161

Adult Learner Enrollment

368

442

422

442

436

 

Four-year Graduation Rates

Elizabeth City State University is fully committed to the success of our students. The University recently addressed two factors that impact timely degree completion: degree credit hour requirements and academic advising. In fall 2017, the University approved a reduction of degree credit hour requirements from 124-128 to 120 credit hours, which helps students graduate sooner and saves on tuition costs. In addition, the University implemented the 15-to-Finish initiative, which encourages students to enroll in 15 credit hours each semester so that they can complete their degrees in four years. The sooner the students earn their degrees, the sooner they are able to enter the workforce. To further support this goal, the University has invested resources to facilitate degree completion, which include professional advisors and technology to assist in academic advising processes such as degree auditing (a comprehensive academic advising solution to help students graduate on time) and early alert warnings.

Table 2: Four-year Graduation Rates

 

Year

2020

(2016 Cohort)

2021

(2017 Cohort)

2022

(2018 Cohort)

2023

(2019 Cohort)

2024

(2020 Cohort)

Actual

26.24%

30.50%

25.96%

28.08%

29.17%

Goal

-

27.79%

27.79%

28.58%

28.68%

 

The UNC Strategic Plan also seeks to improve student outcomes within the System, and as such identified a 4-Year Graduation Rate, which is more broadly defined than the traditional IPEDS method of measuring the graduation rate.

Graduation rates at ECSU have improved over the past three years, 2020-2023. The institution is above the UNC goals set along with the university by over 3% for the last two years, 2021 but reduced by about 2% points in 2022 and at par in 2023 with a year over year change of 8.17%.

Undergraduate Degree Efficiency (UDGE)

By 2023-24, ECSU improved its undergraduate degree efficiency to 20.07 over a base of 18.24. ECSU endeavors to produce graduates for leadership roles and life-long learning. The University’s goal is to recruit, retain, and graduate students who are prepared to become productive members of a global and increasingly interdependent society. Through the enhanced efforts of the Student Success Initiative and other student support services, such as academic advising and career counseling, the University will retain more students through degree completion. For students who cannot return to campus to complete their degrees, ECSU has an online degree program in Interdisciplinary Studies that offers a number of concentrations, giving students the flexibility to find a suitable pathway to degree completion.

Undergraduate Degree Efficiency (UDGE) is the ratio calculated by dividing the total number of undergraduate degrees in the 2022-2023 academic year by the total number of undergraduates enrolled in Fall 2022. Therefore, the UDGE for 2022 is 18.2 and 19.2 in 2023 with year over year change of 5.50%.

Table 3: Undergraduate Degree Efficiency

 

Academic Year

2020

2021

2022

2023

2024

Actual

15.8

16.87

18.19

19.19

20.07

Goal

-

14.92

16.19

16.38

18.24

 

ECSU Dashboard for the improvement goal on undergraduate degree efficiency- The UNC System established the baseline level for this criterion at 15.8, the level achieved in 2020. ECSU is making gradual progress toward this goal, and a recently reported data (AY 22/23), 18.2 /19.2. In 2022 and 2023 the actual numbers exceeded the goal in Undergraduate Degree Efficiency in comparison to the target. ECSU exceeded the yearly target set with the UNC System in the category of Undergraduate Degree Efficiency. Activities to further annual progress are ongoing.

 

Average Cumulative Debt at Graduation for First-Time Students

This metric calculates average cumulative federal loan debt for first-time, bachelor’s degree completers reported in IPEDS Completions who originally entered the institution as in-state, first-time students. This metric includes first-time students who entered in fall, spring, or summer terms. The numerator includes the total sum of federal loan debt, excluding debt from Parent Plus loans, from when the student began through the financial aid year in which they completed their degree. Only debt accrued at the institution that granted the bachelor’s degree in the completion year is included in this metric. The denominator is the number of in-state, first-time students who received a bachelor’s degree within a given completion year, including those who did not accrue any debt. A completion year runs between July 1 of the start year through June 30 of the following year, consistent with the IPEDS Completions Survey.

Table 4: Average Cumulative Debt at Graduation for First-Time Students

 

Academic

Year

2020

2021

2022

2023

2024

Actual

$18,597

$15,964

$16,322

$14,357

$16,099

Actual %

 

-18.02%

-18.43%

-32.16%

7.92%

Goal

-

-2.67%

-2.67%

-4.00%

0.00%

 

The actual percentage is based on Inflation between 2020 and 2022 was 7.60% based on CPI minus food and fuel. In 2022 the actual cumulative debt was -18.43% and the goal was -2.67%. In 2023, that actual was -32.16% and the goal was -4.00%. In both instances the actual numbers exceeded goals meaning yearly targets are being met in the area of Average Cumulative Debt at Graduation for First-Time Students.

ECSU has made major strides in this area over the last two years (2022, 2023) and is already well above the achievement goals set for 2022 and 2023. In 2022 the actual percent was -18.43% and was -32.16 in 2023. In both instances the actual numbers exceeded goals meaning yearly targets are being met and the year-over-year change was -12.04%. Activities to further annual progress are ongoing.

 

Average Cumulative Debt at Graduation for Transfer Students

This metric calculates average cumulative federal loan debt for bachelor’s degree completers reported in IPEDS Completions who transferred from either a UNC institution or a North Carolina community college (NCCCS) and originally entered the institution as in-state transfer students. This metric includes transfer students who entered the institution at any class level. The numerator includes the total sum of federal loan debt, excluding debt from Parent Plus loans, from the time those students transferred into the institution to the time they graduated. The denominator is the number of in-state transfer students from NCCCS or UNC institutions who received a bachelor’s degree within a given completion year, including those who did not accrue any debt. A completion year runs between July 1 of the start year through June 30 of the following year, consistent with the IPEDS Completions Survey.

Table 5: Average Cumulative Debt at Graduation for Transfer Students

 

Year (Fall)

2020

2021

2022

2023

2024

Actual

$15,223

$12,603

$9,794

$10,335

$9,816

Actual %

 

-49.19%

-40.21%

-40.34%

-8.59%

Goal

-

-2.67%

-2.67%

-4.00%

0.00%

 

Article IX, Section 9 of the North Carolina State Constitution requires that “The General Assembly shall provide that the benefits of The University of North Carolina and other public institutions of higher education, as far as practicable, be extended to the people of the State free of expense.”

That constitutional mandate encourages a working compact among the state’s elected officials, taxpayers, and UNC to deliver the University’s multifaceted mission at the highest levels of quality in a cost-effective manner without regard to a student’s ability to pay.

ECSU is making gradual progress toward this goal, and, in the most recently reported data (AY 2023 and 2024), is at -8.59% with a goal of 0.00% in 2024 and -4.00% in 2023. These numbers are way below the yearly targets set with the UNC System. The margins are big 2023 (-40) and 2024 (-8). Activities to further annual progress are ongoing.

 

Education and Related Expenses per Degree

Education and related (E&R) spending per degree is a cost efficiency measure commonly used in higher education to understand the return on a university’s financial investment in education as measured by an output of degrees awarded. All data points are pulled from IPEDS. The numerators calculated by summing the total expenditures on instruction, student services, and an allocated portion of academic and institutional support each year. The allocated portion is equal to expenditures on instruction and student services divided by the sum of instruction, student services, public service, and research. The denominator is the total number of undergraduate and graduate degrees awarded in that completion year. This includes bachelor’s, master’s, doctoral, and associate, degrees as well as post-baccalaureate and post-master’s certificates. E&R focuses on the core costs of the educational enterprise, rather than considering other university missions with separate funding streams (research, public service) or auxiliary functions paid for from dedicated sources (housing, athletics, etc.). This measure is created using IPEDS variables that are calculated by each institution. Components of this metric are also available publicly on the IPEDS website.

Table 6: Education and Related Expenses per Degree

 

Year (Fall)

2020

2021

2022

2023

2024

Actual

$168,839

$133,565

$158,078

$133,115

$148,161

Actual %

 

-30.06%

-17.98%

-29.96%

-4.00%

Goal

-

0.00%

0.00%

0.00%

-1.33%

 

As part of the UNC System’s commitment to increasing access to students from the whole state, ECSU is making gradual progress toward this goal, and, in the most recently reported data in 2023 and 2024, ECSU is at -4.00% in 2024 and -29.96% in 2023. The Education and Related Expenses per Degree have decreased for two years and are still below the yearly targets set with the UNC System in actual percentage. The margins are large 2023 (-30) and 2024 (-4). Activities to further annual progress are ongoing.

Adult Learner Enrollment

Adult learner is defined as in-state and out-of-state, degree-seeking, certificate-seeking and non-degree, non-certificate seeking, undergraduate students that are age 25 or older at the start of the fall term at each institution.

Elizabeth City State University is uniquely located in a geographic region with a population that is primarily characterized as both low-income and rural. Often students from this region are first- generation college students. Although ECSU recruits beyond its 21-county service region, the University strategically maximizes its recruitment resources to serve the citizens of northeastern North Carolina. Students whose families did not attend college can have a difficult time navigating the college admissions processes. Hence, adult learners and their families who live in economically challenged areas will benefit from ECSU’s proactive recruitment efforts, which include, assistance for parents in completing the federal financial aid application, financial literacy workshops, etc. ECSU is proud to serve adult learners from all counties of the state and the nation.

Table 7: Adult Learner Enrollment

 

Year (Fall)

2020

2021

2022

2023

2024

Actual

368

442

422

442

437

Goal

-

506

506

506

530

 

ECSU did not make great progress toward this goal, and, in the most recently reported data for 2024, is at 437 adult learners, which is a decrease from 442 in 2023. These adult learners' numbers have decreased for one year, but they are still below the yearly targets set with the UNC System. Activities to further annual progress are ongoing.

The senior administration at ECSU recognizes other metrics which accurately reflect commitment to the University’s mission in addition to the UNC System designed strategic plan initiatives to improve student achievement. Therefore, ECSU includes these additional metrics as part of its compliance with the SACSCOC standard for student achievement. This includes enrollment, retention, 6-year graduation rates and course completion.

ECSU General Enrollment Trends

As projected in the 2020-2025 Strategic Plan, ECSU has been committed to increasing enrollment at both the undergraduate and graduate levels. Listed in the chart are the rates from 2016-2024. After a six-year decline ending in 2016, enrollment methodically climbed from 1357 students in 2016 to 1411 students in 2017 to 1678 students in 2018 to 2261 students in 2024. This is an average percentage increase of approximately 29% over the three-year period. This is significant because the University had been in a free-fall from 2010 to 2016. The 4% increase turned the tide before 2018 when the major increase of 19% occurred in 2018. An added factor on the path to enrollment recovery was the implementation of the UNC tuition reduction plan known as NC Promise, which has impacted student enrollment in a positive manner in 2018 to 2024.

ECSU internal targets for enrollment were based the official Fall enrollment projections sent to UNC Systems office which are used to build prior year budgets. They are presented below:

  • 2024: Target was 2,384 (Actual was 2,261)
  • 2023: Target was 2,184 (Actual was 2,166)
  • 2022: Target was 2,153 (Actual was 2,149)
  • 2021: Target was 2,078 (Actual was 2,054)

 

Not only has enrollment increased for four consecutive years after decreasing for the prior six consecutive years, but enrollment has grown steady each year. See Table 8 below:

Table 8: Enrollment Rates with Percentage Increase and Decrease

 

2016

2017

2018

2019

2020

2021

2022

2023

2024

Actual

1,357

(-14%)

1,411

(+4%)

1,678

(+19%)

1,773

(+5%)

2,002

(+13%)

2,054

(+3%)

2,149

(+5%)

2,166

(+1%)

2,261

(+4%)

Target

 

1207

1600

1850

2,116

2,078

2,153

2,184

2,384

 

ECSU General Internal Metrics and Disaggregated Data

Consistent with its mission, ECSU evaluates success with respect to student achievement by measuring the extent to which the University enrolls, retains, and facilitates degree attainment for varied student populations from diverse communities. These measurable goals and outcomes fit within the institution’s core mission and Strategic Plan 2020-2025 [8], specifically---Goal1: Recruit, retain, and graduate students who will contribute to the economic prosperity of the state, the nation, and global communities.” To facilitate execution of this goal, University data are regularly tracked, stored, and reported by the Office of Institutional Effectiveness Research and Assessment (OIERA). These data are readily available on the University’s interactive website.

We present below a contextual snapshot of significant disaggregated enrollment metrics tracked at ECSU. Out of the 25 data categories listed for enrollment, only eight categories, or 32%, showed decreases over the two-year period from 2022 to 2024. Overall, the highest increases were seen in the categories of Hispanics at greater than 30%, and Resident Aliens which increased by 20% percent. In total, overall enrollment at ECSU increased by 4% in 2024.

After the disaggregated table profiling ECSU student characteristics, an analysis of specific targeted outcomes will follow.

 

Table 9: Disaggregated Table Profiling ECSU Student Characteristics 

Enrollments

 

 

2022

2023

2024

Percentage Change 2023 to 2024

Total Enrollment

 

2,149

2,166

2,261

4.39%

Career Code

Undergraduate

2,033

2,049

2,156

5.22%

 

Graduate

116

117

105

-10.26%

Gender

Female

1,247

1,200

1,177

-1.92%

 

Male

902

966

1084

12.22%

Residency

In-State

1,596

1,577

1,606

1.84%

 

Out-of-State

553

589

655

11.21%

 

Am. Indian or Alaska Nat.

0

14

9

-35.71%

 

Asian

8

16

15

-6.25%

 

Black or African American

1,465

1,430

1,445

1.05%

 

Hispanic

93

101

132

30.69%

 

Nat. Hawaiian of Other Pacific

0

1

1

0.00%

Race/Ethnicity

Non-Resident Alien

20

28

24

-14.29%

 

Two or More Races

122

118

131

11.02%

 

Unknown

61

79

91

15.19%

 

White

369

379

413

8.97%

Full/Part Time

Full Time

1,735

1,713

1,838

7.30%

 

Part Time

414

453

423

-6.62%

Citizenship

U.S. Citizen

2,119

2,128

2,225

4.56%

 

Non-Resident Alien

20

28

24

-14.29%

 

Resident Alien

10

10

12

20.00%

Pell Grant

Yes

1,046

1,074

1,046

-2.61%

 

No

1,103

1,092

1,103

1.01%

Rural

Yes

1,289

1,243

1,286

3.46%

 

No

860

923

975

5.63%

 

ECSU has shown consistent improvement in enrollment since 2021 to 2024 as well as increases in male students, Part Time Students and Out of-State Students.

Retention

Overall persistence/retention of first-time full-time, degree-seeking undergraduates is tracked and reported regularly by Office of Institutional Effectiveness and Assessment (OIERA). In addition to enrollment, retention is a critical component of the University’s Strategic Plan 2020- 25 as well as the primary focus of the University's Degree Completion Plan 2016. In early 2016, each campus in the UNC System was charged with submitting a plan to improve completion for all students so that North Carolina may realize the economic, academic and civic advantages of a more educated workforce.

Table 10 below shows 2019 and 2023 first year retention rates disaggregated into several categories. There were 324 New First-Time Full-Time Freshman in 2021 and 350 in 2022. The most significant increases occurred amongst African American students, and Caucasian Students. The overall retention slightly decreased by about 1.9 points from 2021 to 2022.

 

Table 10: ECSU Disaggregated 1st Year Retention Rates

ECSU Disaggregated 1st Year Retention Rates

 

Overall

Male

Female

African American

Caucasian

Other Races

Rural

Non- Rural

2019*

73.3%

67.1%

77.5%

77.5%

58.1%

62.3

71.0

76.6

2020

73.4%

69.9%

76.0%

77.6%

68.9%

55.1%

69.5%

79.6%

2021

76.2%

74.5%

77.6%

77.3%

67.5%

91.9%

75.0%

78.6%

2022

74.3%

71.8%

76.9%

73.9%

67.6%

80.0%

73.3%

75.5%

2023

76.9%

73.3%

81.4%

76.7%

86.9%

67.8%

78.2%

65.7%

%

difference

2.6%

1.5%

4.5%

2.8%

19.3%

-12.2%

4.9%

-9.8%

 

ECSU has target performance levels or goals and peer institutions, determined by the UNC System for all indicators. The fall-to-fall retention rate for first time freshmen at ECSU increased between fall 2019 (73.3) and fall 2020 (73.4), fall 2021 (76.2), and decreased in fall 2022 (74.3). For the cohort of all full-time undergraduate students who entered ECSU as freshmen in fall 2023, (76.9) were still enrolled in fall 2024. This exceeded the benchmark of 71 that the UNC System Office had established for our peer comparison institutions. The first-year retention rate of approximately 76.9%, for the 2024 cohort rate target was above its UNC peer institutions average of 71%.

Table 11 shows the first-year retention rate from 2008-2023 cohorts. The table shows a first-year retention rate of 75.8 that is above 71% for the three-year period 2021, 20221and 2023. Data on retention rates are also collected for the University’s official peer institutions. These national peer institutions are chosen in consultation with UNC System Office based on their similarity to ECSU in terms of location, student population, etc. These data show that in 2023, the Elizabeth City State University retention rate was above the average rate of 71% for the peer institutions. (See Table 11)

Table 11: First Year Retention

 

Peers

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

2008

72

76.6

58.6

52.8

31.9

11.8

2.8

2009

72

73.6

56.1

47.7

26.4

5.9

0.9

2010

72

77.3

58.2

47.9

24.8

5.7

2.9

2011

72

79.1

55.6

49.1

19.9

5.7

3.8

2012

72

72.5

56.0

25.6

8.9

3.4

3.4

2013

72

68.3

53.4

48.9

27.8

8.4

2.2

2014

72

73.5

57.4

49.8

29.2

6.2

2.4

2015

71

67.8

49.6

48.1

25.6

11.3

4.1

2016

71

73.9

58.1

45.6

22.1

5.9

3.9

2017

71

72.5

61.9

55.0

22.6

7.5

4.0

2018

71

70.6

57.2

48.8

26.1

7.9

3.8

2019

71

75.3

58.2

52.5

26.3

8.6

-

2020

71

73.4

57.7

51.9

20.6

-

-

2021

71

76.2

60.8

47.2

-

-

-

2022

71

74.3

58.2

-

-

-

-

2023

71

76.9

 

 

 

 

 

For the past three years 2021, 2022, and 2023 ECSU has exceeded UNC Peer rates for first year retention. ECSU has also exceeded UNC Peer institutions retention rates 12 years out of 15 as shown in Table 9. ECSU has performed better than the UNC peers for the past three years. On average, ECSU has a 74.6% first year retention rate over 3 years which is slightly above the 71% amongst UNC peers. ECSU has maintained a steady level of consistency in first year retention and has implemented programs such as the First Year Experience and Peer Tutoring to help increase retention rates.

After reviewing retention data, program assessment data, and course completion data in 2013, ECSU acquired the early-alert warning system GradesFirst, internally referred to as E4U, to track student progress. The goal of GradesFirst is to provide a streamlined method of monitoring students’ progress in an effort to improve academic success and retention rates.

In 2020-2024, to meet the University’s retention challenge the Office of Retention has employed a multifaceted approach of retention through intervention and engagement. The primary vehicle for these efforts was the University’s E4U. Within the E4U system, the Office of Retention has “Marked” all students who are on probation or have GPA’s below 2.0 as “sanction students”. Those students who are marked in a sanction have signed contracts either for Warning or Probation, requiring meetings with the Office of Retention. Sanctioned students were tracked and monitored through EWS (Early Warning System). All efforts to provide assistance were documented by Logs and Meeting Attendance Records. The Office of Retention set a goal of three contacts with sanctioned students. Contact was by office appointment, telephone or email. Recognizing the important role the Office of Retention plays in increasing student retention, in Fall of 2023, ECSU added an additional retention specialist to improve the number of student visits, workshops, and overall retention performance.

As an example of how outcomes were measured within the Office of Retention (2020-2024), the measurable outcome was enhanced to increase contact with at-risk students and provide assistance. The staff was tasked with establishing a system in which Retention has three contacts per semester with sanction students. Contact was by office appointment, telephone or email. All contacts were documented by contact log. During contacts, guidance and assistance was to be provided to each student and referrals made to academic support services when necessary. In the most recent reporting cycle, 163 meetings were held with Retention staff. This was a 44% increase from the last reporting period.

Emails were sent to encourage students to meet or arrange appointments with the Office of Retention and to offer support services and guidance. Emails also provided student information regarding important academic deadlines. Each student received at least four emails. The results were used to arrive at the conclusion that an early warning system had to be created to track sanction students early in the semester and assist them.

In 2022-2023 academic year, satisfaction surveys were distributed to students who visited the Office of Retention. A total of 44 surveys were completed of students who had appointments with the Office of Retention completed a survey. The data shows that 33 of 44 (75%) students are willing to return next semester; 20 of 44 (45%) students scheduled an appointment with the Office of Retention; 21 of the 44 (47%) were very satisfied with their appointment, and 11 of the 44 (25%) were somewhat satisfied and viewed the Office of Retention services as helpful or beneficial. The surveys from the Office of Retention were used to measure the level of satisfaction with retention services. This offered the unit opportunities for improved outcome- based assessment data and analysis. The survey results were used to improve retention at the University by matching the student with an advisor to ensure individualized services. In addition, modifying types of student contact via internet, phone, email, and face to face were targeted and implemented. The satisfaction survey was helpful in some ways, but as an area, it is imperative in the following years to differently measure student success. It is imperative that we implement a greater buy-in and accountability for academic success. To improve ECSU retention services in current terms, assessment outcomes, additional measures were created to align with the university’s strategic plan. We also put in place a revised student academic success contract for greater student buy-in and accountability.

 

Graduation Rates

Graduation is also a critical component of the University’s Strategic Plan 2020-25 as well as the primary focus of the University's Degree Completion Plan 2016. In early 2016, each campus in the UNC System was tasked with submitting a plan to improve completion for all students so that the state of North Carolina will realize the economic, academic and civic advantages of a more educated workforce.

The University set a six-year graduation rate target at or above its peer institutions average and the UNC system average. ECSU has progressed, with its graduation rate for first-time, full-time students remaining approximately 39% for the cohorts between Fall 2007 to Fall 2009. This is the same as the peer institutions average and 8 points below the UNC system average.

Table 12 shows 2014 to 2018 graduation rates disaggregated into several categories. There were 203 New First-Time Full-Time Freshmen in 2016 and 349 in 2017. The most significant increases occurred amongst Other Races students. The overall graduation rate decreased by over 3 points from 2017 to 2018.

Table 12: ECSU Disaggregated 6-Year Graduation Rates

ECSU Disaggregated 6-Year Retention Rates

 

Overall

Male

Female

African

American

Caucasian

Other

Races

Rural

Non-

Rural

2014

43.1%

42.4%

43.6%

43.7%

39.4%

44.4%

45.8%

35.7%

2015

40.6%

37.3%

43.6%

37.7%

66.7%

50.0%

42.5%

33.7%

2016

41.7%

39.8%

44.4%

32.1%

50.0%

75.0%

42.4%

41.4%

2017

47.0%

42.8%

50.3%

47.1%

47.6%

45.8%

49.2%

41.6%

2018

47.0%

42.8%

50.3%

47.1%

47.6%

45.8%

49.2%

41.6%

% difference

-3.7%

-0.2%

-6.5%

-4.5%

-11.8%

7.4%

-4.6%

-0.2%

 

Graduation Rates are based on the IPEDS methodology: The entering cohort includes degree undergraduates who enrolled for the first time in college either in the fall or in one of the two preceding summer sessions and who are enrolled full-time in that fall. These criteria are based on a cohort of first-time freshmen continuously enrolled until graduation and do not include transfer students or returning students.

Table 13 below documents the graduation rates for four, five, and six-year graduates along with UNC peer groups. Since 2011, ECSU has averaged a 41.5% 6-year graduation rate over a 7-year period. That rate, while below the target UNC rate is consistent with ECSU’s peer institutions comparison target rates. The 2019 cohort shows an increase of over 0.2% in the 5-year graduation rate and close to previous years.

Table 13: 5-Year Graduation Rates Goals and Actuals

 

Peers

Year 4

Year 5

Year 6

2008

39

14.9

31.8

39.2

2009

39

16.1

33.6

38.8

2010

39

16.3

33.3

36.6

2011

40

22.7

33.2

37.5

2012

39

21.1

34.9

42.4

2013

39

18.3

33.9

38.4

2014

39

21.5

38.7

43.1

2015

39

19.4

33.0

39.8

2016

39

24.3

39.1

42.1

2017

39

23.9

46.0

47.0

2018

39

23.6

39.5

43.3

2019

39

26.0

39.7

 

2020

39

27.2

 

 

 

In the last 8 academic years (2010-2018), ECSU has equaled its peers in terms of 6-year graduation rates and have exceeded those rates in 5 out of the 7 years listed in the table above. ECSU’s commitment to increasing the graduation rate of students is evidenced through its increased focus on academic advising. Although initially purchased for its early-alert warning features, GradesFirst (E4U) has played a key role in enhancing the academic advising ECSU offers to its students. The GradesFirst advising management platform enables advisors and students to seamlessly schedule appointments and share advising information electronically with various stakeholders across campus. Although technology continues to play a key role in improving the timely degree completion of ECSU students, enhancing academic advising remains a central component of ECSU’s student success initiative.

Since the majority of ECSU students are first generation college students, having an advisor that is proactive, knowledgeable, and accessible has helped them navigate the complex university structure. Students’ ability to track their academic progress through a personalized plan of study published in GradesFirst has helped keep them on track and to immediately see the implications of not successfully completing a course. Fifty-eight percent of 2016 graduating seniors indicated that it took longer than four years to graduate because they changed their major. In order to help address this issue, in July 2016, ECSU purchased the degree audit system, DegreeWorks, which was fully implemented in March 2017. By 2018, DegreeWorks allowed advisors and students to quickly monitor students' progress towards degree completion and easily identify any outstanding requirements, which is a great improvement from what is now a time-consuming manual process. DegreeWorks also provided students and advisors an opportunity to explore how existing credits can be applied to possible alternative majors when considering a change of major. In addition, 27% of graduating seniors stated that the inability to enroll in the classes they needed delayed their graduation schedule. ECSU’s September 2016 acquisition of the AdAstra scheduling software, which was piloted in Spring 2017 and fully deployed by the 2018-2019 academic session has assisted ECSU in scheduling classes that students need to graduate while simultaneously reducing course conflicts.

 

Course Completion

A vital part of ECSU’s preparation of students and student retention is course completion. General Studies and all academic programs review course completion data each semester, and these data is factored in as a part of continuous improvement on the course level as well as in academic program assessment. Successful course completion at the undergraduate level could be an earned A, B, or C, depending on the course, the level of the course, and whether or not it is an elective or a major course. Some courses, though a smaller number, can be completed with a grade of D. Through retention efforts, the University provides assistance to students to reduce the number of course repeats.

Table 14 below represents course completion grades of A, B, C, and D. Course completion rates at ECSU have maintained an average of 88% over a seven-semester period. From Spring 2019 to Fall 2024, ECSU consistently averaged greater than 88% completion rates overall. Since Fall 2019, 100-200 level and 300-400 level courses have remained in the mid 80’s to mid 90’s course completion rate as well as overall. The 500-600 level courses have cycled up and down to Fall 2019 level in Fall 2024.

Table 14: Course Completion Data

 

Spring 2020

Fall 2020

Spring 2021

Fall 2021

Spring 2022

Fall 2022

Spring 2023

Fall 2023

Spring 2024

Fall 2024

100-200

Course Level

95%

91%

85%

85%

83%

85%

81%

79%

77%

75%

300-400

Course Level

97%

94%

90%

91%

91%

90%

89%

85%

81%

77%

500-600

Course Level

100%

92%

97%

96%

96%

91%

92%

84%

76%

68%

Overall

97%

92%

91%

91%

90%

89%

88%

82%

76%

70%

 

Between 2019 and 2024, course completion rates for 100- and 200-level courses consistently remained above 86%; however, since those passage rates revealed that 14% did not have overall passage rates, ECSU identified and addressed those courses that had high D, F, W rates. The Department of General Education consistently offered tutoring for select high populated 100-and 200-level courses, but tutoring was not always available for major specific 100-and 200-level courses. Although additional tutoring was offered across campus through externally funded programs such as Student Support Services and other federal grants, a lack of coordination between General Education and other tutoring initiatives made it difficult for both students and instructors to locate the resources they needed. Furthermore, the lack of communication between units meant that extensive tutoring was offered in one course while other key courses went without tutors.

 

DFW% Rates 3-year average with Focus on Fall 2017 to Fall 2019 Changes

Improvements in DFW% rates are seen best as decreases or negative percentages. Based on the courses displayed in the table below, the original 3-year average (2017-2019) of DFW percentages decreased and then increased from 30% overall to 24% in Fall 2019 and then 29% in Fall 2023. The decrease shows that less students are earning D, F or W in these classes overall. 6 of the 22 classes listed in the table above have seen decreases of over 2-10% since 2017-2019 and one class (MATH 265) has seen its DFW rate fall from 22% to 11%. This is a marked improvement over the earlier 3-year average.

The mission of the Office of Student Success and Retention Tutorial Services Center embodies the mission of the institution by focusing on the academic success of all students across disciplines, primarily within the General Education Courses. We promote intellectual and personal growth of students and the tutors within a student-centered and supportive environment where students can receive assistance through peer-to-peer individual and/or small group collaboration, online tutoring, and academic success workshops. Our vision is to increase the academic success, retention, and persistence of students that attend Elizabeth City State University while also encouraging lifelong learning.

Our peer tutor recruitment process has been guided by the DFW rate. During this period, we have successfully onboarded up to a total of 20 tutors whose academic background varies in subjects.

Throughout the 2022-2023 academic year, the Tutorial Center effectively utilized online tutorial services (Tutor.com) to assist students with various academic needs. We held a total of 854 online sessions during this time. Additionally, our in-person peer tutoring services has 653 appointments scheduled. Furthermore, our array of workshops, bootcamps, and study halls attracted a total of 349 participants. Compared to the previous academic year (2021-2022), there was a 63% increase in the utilization of Tutor.com, and the number of students who made appointments with peer tutors increased by 228%.

As per data for the 2023-2024 academic year, we have recorded a total of 227 virtual appointments, 156 in-person appointments and a combined participation of 308 individuals in workshops and study events. We continue to gather information on tutorial services as the year progresses.

Table 15 displays the target course and the D, F, W rates for the 2021 – 2024 timeframe along with the Fall 2021, and Fall 2023 D, F, W rates (2021 – 2023 Trend Grade Distribution, Fall 2021 DFW Rates to Fall 2023 DFW Rates).

Table 15: : DFW% Rates Fall 2021-23 3-year average (with Fall 2024 changes)

Course ID

3-Year Average

Fall 2024

% Change

ACCT210

25%

16%

-9%

ART100

21%

32%

11%

BIOL101

37%

35%

-1%

BUAD115

27%

16%

-11%

BUAD190

54%

59%

5%

BUAD241

11%

5%

-6%

CSC111

20%

44%

24%

CSC115

24%

4%

-21%

ECON201

28%

9%

-19%

ECON202

31%

20%

-11%

EDUC210

21%

25%

4%

ENGL102

35%

24%

-11%

ENGL103

35%

20%

-15%

MATH115

20%

22%

1%

MATH118

24%

11%

-13%

MATH165

28%

18%

-10%

MATH265

26%

-

-

MUS212

23%

-

-

PHYS181

57%

33%

-24%

PHYS182

58%

33%

-24%

SOC201

10%

5%

-6%

SPAN101

42%

44%

2%

 

Many of the courses listed have seen slight to significant decreases in DFW rates since the 2021- 2023 average. Overall, the DFW rates decreased from 30% to 24%. From 2021-23, ECSU transitioned its GE courses to program-based courses. With these courses, the DFW rates have shown at least a 10% decrease, which is a sign of improvement.

 

Educator Preparation Program Licensure Exam Pass Rates Education

Elizabeth City State University’s Educator Preparation Program continues to focus on exam improvement. It is important to note that during the 2023-2024 period, EPP graduates had an 82% impact on student growth, 98% Employer Satisfaction and a 100% employment rate within 6 months of graduating.

The EPP pass rate for Praxis II is 50% in year 2024 compared to 59 % in 2023. The state average is 69%, 11.6% lower than the previous year. On the Pearson exam, the EPPs average was 67% in 2024 compared to 56% in 2023, an 11% increase. The state average is 67% for 2024. ECSU has a 71% average on edTPA for 2023, no score is available for 2024, due to low test taker numbers. The state average was 88%.

The North Carolina State Board of Education requires teachers to take and pass licensure exams associated with their respective disciplines to receive an NC Professional License. All candidates are reflected in an aggregate performance. In the last three years, North Carolina has changed the definition of “pass” as applied to statewide Educator Preparation Programs (EPP). Candidates pass if they achieve a satisfactory score on the first or subsequent attempt within a two-year cycle of data. This allows one candidate to be counted as both a “pass” and “not pass” in the same two-year data cycle. A candidate who does not pass on the first attempt may take the exam multiple times after the initial year.

Several measures have been taken to improve test scores.

  • The EPP looks forward to an increase in scores for both the Foundations of Reading (Pearson) exam and math The EPP revised the elementary and special education curriculums to increase the number of literacy courses to address deficiencies in reading. Additionally, math courses were increased to better prepare students for the math exam. These changes will impact all areas (degree seeking, licensure only and Residency).
  • Supplemental instruction, training, tutoring, course redesign, and other strategies were also initiated to improve ECSU’s pass rate.
  • Students are highly encouraged to take exams prior to Currently, students are not required to take and pass exams prior to graduating. Subsequently, students wait up to 3 years prior to taking exams and lose information previously learned. The EPP plans to move forward with requiring students to pass exams prior to graduating as some other institutions with higher pass rates have implemented.
  •  

 

Type

Exams Taken

Pass

Average Passed

2020

edTPA

42

26

61.9%

 

Pearson

52

27

51.9%

 

Praxis II

81

57

70.4%

 

 

 

 

 

2021

edTPA

41

41

63.4%

 

Pearson

44

51

51.0%

 

Praxis II

63

74

70.3%

 

 

 

 

 

2022

edTPA

38

23

60.5%

 

Pearson

46

23

50.0%

 

Praxis II

57

36

63.2%

 

 

 

 

 

2023

edTPA

21

15

71.4%

 

Pearson

32

18

56.3%

 

Praxis II

32

19

59.4%

 

 

 

 

 

2024

edTPA

12

8

66.7%

 

Pearson

13

7

50.0%

 

Comprehensive summary tables throughout the narrative present a picture of ECSU metrics. Their targets and achievement measures show that student success and achievement are central priorities. Woven throughout the university’s efforts are assessment measures driven by continuous improvement activities throughout a student’s matriculation through ECSU to graduation and beyond.