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 in access, student success, affordability and efficiency, economic impact and community engagement, and institutional excellence and diversity. Some of those goals also pertain to targets useful in increasing student achievement at ECSU:

 

• 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 the diversity of the 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
4-Year Graduation Rate	26.24%	30.50%	25.96%	28.08%
Undergraduate Degree Efficiency	15.77	16.87	18.19	19.19
Average Cumulative Debt at Graduation for First-Time Students	$18,597	$15,964	$16,322	$14,357
Average Cumulative Debt at Graduation for Transfer Students	$15,223	$12,603	$9,794	$10,335
Education and Related Expenses per Degree	$168,839	$133,565	$158,078	$133,115
Adult Learner Enrollment	368	442	422	442

 

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)
Actual	26.24%	30.50%	25.96%	28.08%
Goal	-	27.79%	27.79%	28.58%

 

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 2022-23, ECSU improved its undergraduate degree efficiency to 18.2 over a base of 15.8. 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
Actual	15.8	16.87	18.19	19.19
Goal	-	14.92	16.19	16.38

 

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
Actual	$18,597	$15,964	$16,322	$14,357
Actual %		-18.02%	-18.43%	-32.16%
Goal	-	-2.67%	-2.67%	-4.00%

 

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
Actual	$15,223	$12,603	$9,794	$10,335
Actual %		-49.19%	-40.21%	-40.34%
Goal	-	-2.67%	-2.67%	-4.00%

 

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 2022 and 2023), is at -40.34% with a goal of -4.00% in 2023 and -2.67% in 2022. These numbers are way below the yearly targets set with the UNC System. The margins are big 2022 (-37) and 2023 (-36). 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
Actual	$168,839	$133,565	$158,078	$133,115
Actual %		-30.06%	-17.98%	-29.96%
Goal	-	0.00%	0.00%	0.00%

 

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 2022 and 2023, ECSU is at -29.96% in 2023 and -17.98% in 2022. 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 2022 (-18) and 2023 (-29). 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
Actual	368	442	422	442
Goal	-	442	442	442

 

ECSU is making gradual progress toward this goal, and, in the most recently reported data for 2023, is at 442 adult learners up from 422 in 2022. These adult learners' numbers have increased for two years and decreased for one year but they are still consistently within the yearly targets set with the UNC System. The margins are small 2022 (-20) and 2023 (0). 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 2016-2023. After a six-year decline ending in 2016, enrollment has methodically climbed from 1357 students in 2016 to 1411 students in 2017 to 1678 students in 2018 to 2166 students in 2023. 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. On the path to enrollment recovery an added factor 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 2023.

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:

• 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 three consecutive years after decreasing for the prior six consecutive years, but enrollment has grown steadily each year. See Table 8 below:

Table 8: Enrollment Rates with Percentage Increase and Decrease

	2016	2017	2018	2019	2020	2021	2022	2023
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%)
Target		1207	1600	1850	2,116	2,078	2,153	2,184

 

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, specifically---Goal1: Recruit, retain, and graduate students who will contribute to the economic prosperity of the state, the nation, and global communities.” In order to facilitate execution of this goal, University data are regularly tracked, stored, and reported by the Office of Institutional Effectiveness Research and Assessment (OIERA). This data is 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 2023. Overall, the highest increases were seen in the categories of American Indian and Alaska Native at greater than 100%, and Asian which increased by 100% percent. In total, overall enrollment at ECSU increased by 0.8% in 2023.

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
		2021	2022	2023	Percentage Change 2022 to 2023
Total Enrollment		2,054	2,149	2,166	0.79%
Career Code	Undergraduate	1,956	2,033	2,049	0.79%
	Graduate	98	116	117	0.86%
Gender	Female	1,247	1,247	1,200	-3.77%
	Male	807	902	966	7.10%
Residency	In-State	1,587	1,596	1,577	-1.19%
	Out-of-State	467	553	589	6.51%
Race/Ethnicity	Am. Indian or Alaska Nat.	10	0	14	>100%
	Asian	10	8	16	100.00%
	Black or African American	1,382	1,465	1,430	-2.39%
	Hispanic	96	93	101	8.60%
	Nat. Hawaiian of Other Pacific	3	0	1	>100%
	Non-Resident Alien	11	20	28	40.00%
	Two or More Races	103	122	118	-3.28%
	Unknown	75	61	79	29.51%
	White	364	369	379	2.71%
Full/Part Time	Full Time	1,663	1,735	1,713	-1.27%
	Part Time	391	414	453	9.42%
Citizenship	U.S. Citizen	2,031	2,119	2,128	0.42%
	Non-Resident Alien	11	20	28	40.00%
	Resident Alien	12	10	10	0.00%
Pell Grant	Yes	1,090	1,046	1,074	2.68%
	No	964	1,103	1,092	-1.00%
Rural	Yes	1,294	1,289	1,243	-3.57%
	No	760	860	923	7.33%

 

ECSU has shown consistent improvement in enrollment since 2021 to 2023 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 2021 and 2022 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%
% difference	-1.9%	-2.7%	-0.7%	0.3%	0.1%	-11.9%	-1.7%	-3.1%

 

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 2019, (73.3) were still enrolled in fall 2020. 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 74.3%, for the 2022 cohort rate target was above its UNC peer institutions average of 71%.

Table 11 shows the first-year retention rate from 2008-2022 cohorts. The table shows a first-year retention rate of 74.6 that is above 71% for the three-year period 2020, 2021, and 2022.

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 on the basis of their similarity to ECSU in terms of location, student population, etc. These data show that in 2022, the Elizabeth City State University retention rate was above the average rate of 71% for the peer institutions as a whole. (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	-
2019	71	75.3	58.2	52.5	26.3	-	-
2020	71	73.4	57.7	51.9	-	-	-
2021	71	76.2	60.8	-	-	-	-
2022	71	74.3	-	-	-	-	-

 

For the past three years 2020, 2021, and 2022 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’s success. It is imperative that we can 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 2017 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, African Americans Students and Rural Students. The overall graduation rate increased over 5.3 points from 2016 to 2017.

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%
% difference	5.3%	3.0%	5.9%	15%	2.4%	29.2%	6.8%	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 2017 cohort shows over 6% increase in the 5-year graduation rate and is the highest graduation rate (46.0) since 2007.

Table 13: 6-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
2019	39	26.0

 

In the last 7 academic years (2010-2017), 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 at an average of 90% over a seven-semester period. From Spring 2019 to Fall 2023, ECSU has consistently averaged greater than 91% 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 2023.

Table 14: Course Completion Data

	Spring 2019	Fall 2019	Spring 2020	Fall 2020	Spring 2021	Fall 2021	Spring 2022	Fall 2022	Spring 2023	Fall 2023
100-200 Course Level	96%	95%	95%	91%	85%	85%	83%	85%	81%	79%
300-400 Course Level	98%	96%	97%	94%	90%	91%	91%	90%	89%	85%
500-600 Course Level	98%	86%	100%	92%	97%	96%	96%	91%	92%	84%
Overall	97%	95%	97%	92%	91%	91%	90%	89%	88%	82%

 

Between 2019 and 2023, course completion rates for 100- and 200-level courses consistently remained above 79%; however, since those passage rates revealed that 21% 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 2017 – 2019 timeframe along with the Fall 2017, and Fall 2019 D, F, W rates (2017 – 2019 Trend Grade Distribution, Fall 2017 DFW Rates to Fall 2019 DFW Rates).

Table 15: DFW% Rates Fall 2017-19 3-year average (with Fall 2023 changes) 

Prefix	Course	3-Year Average	Fall 2023	% Change
ACCT	210	27%	33%	6%
ART	100	16%	28%	12%
BIOL	101	28%	38%	10%
BUAD	115	25%	17%	-8%
BUAD	190	37%	43%	6%
BUAD	241	8%	11%	3%
CSC	115	17%	14%	-3%
ECON	201	21%	36%	15%
ECON	202	16%	41%	25%
EDUC	210	26%	17%	-9%
GE/ENG	102	32%	32%	0%
GE/ENG	103	25%	26%	1%
GE/CSC	111	27%	28%	1%
GE/MATH	115	20%	20%	0%
GE/MATH	118	22%	22%	0%
MATH	165	22%	19%	-3%
MATH	265	22%	11%	-11%
MUS	212	24%	23%	-1%
PHYS	181	46%	59%	13%
PHYS	182	29%	60%	31%
SOC	201	11%	15%	4%
SPAN	101	35%	54%	19%

 

Many of the courses listed have seen slight to significant decreases in DFW rates since the 2017- 2019 average. Overall, the DFW rates increased from 24% to 29%. Since 2017-18, ECSU has 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

Continuously for several years prior to 2014, ECSU students performed extremely well on teacher licensure exams, having a 96% pass rate in years 2013-14. With changes to licensure exams in North Carolina, the scores have drastically decreased as with test takers in the state. Though ECSUs pass rate is lower than the state, the state average has also decreased from years 2016 through 2023, with an exception to years between 2018-2019 and 2019-2020. The North Carolina State Board of Education requires teachers to take and pass licensure exams associated with their respective disciplines to receive a 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.

Supplemental instruction, training, tutoring, course redesign, and other strategies were initiated and are being implemented to ensure improvement in ECSU’s pass rate. Although the percentage pass rates are not statistically significant because of the low number of graduates who took the exams in 2017-2018 and 2018- 2019, the pass rates increased to 66% and 100% respectively with the few students who took the exams. The years 2019 to 2023 took a different turn after beginning during the Pandemic. Scores were lower. Though the University transitioned back to normal in spring 2022, candidates continued to struggle. We have seen an uptick in students taking the exam as well as more students passing during the past academic year.

Enrollment in education programs resulting in passing licensure exams is low at this time; however, students who complete the Educator Preparation Program do receive an initial license and are eligible to teach.

Table 16: ECSU Pass/Fail Rates on NC Professional License Exam

	2016-2017	*2017-2018	2018-2019	*2019-2020	2020-2021	2021-2022	2022-2023
ECSU #takers	18	6	3*	3	9	17	18
ECSU #passers	5	4*	3*	2	5	8	6
ECSU % Pass Rate	28%	66%*	100%*	67%	56%	47%	33%
NC Pass Rate	88.4%	84.7%	80.2%	83%	79%	78%	76%
Minimum	70%	70%	70%	70%	70%	70%	70%

 

The ECSU Education program continues to address the low pass rate amongst test takers. Provisions have been made for lead teachers who continue to fail the exam.

Licensure Exam trainings were held virtually in fall 2023 and spring 2024 for all program areas. Trainers provided assistance to participants in BK, Elementary, English, Math, Special Education and Secondary. Participants included current degree seeking candidates as well as the adult learning students serving in roles as teacher assistants in local districts.

Trainers were carefully chosen such as, the math trainer was a recent education graduate from Elizabeth City State University with a degree in Elementary with a concentration in mathematics. He was selected as student teacher of the year for ECPPS. He is currently the new Teacher of the Year for Durham Public Schools. He teaches mathematics. The Reading/Writing trainer was an 8th grade ELA teacher for several years. She also works with school-age students during the summer for what is titled the Young Authors Club. She has written several books. After sessions, trainers remained available to students for individual tutoring until the end of the semester.

As part of our effort to assist students from entry to exit, edTPA training was provided for Birth-Kindergarten, Elementary Education, Special Education and Secondary. edTPA is a state requirement for all candidates seeking a teaching license. edTPA which is a subject-specific assessment that includes a review of the teacher candidate’s authentic teaching materials that documents and demonstrates their ability to effectively teach subject matter to all students. Each trainer was a recent graduate from Elizabeth City State University with a degree in their respective area. Each completed and passed edTPA

The EPP increased the number of students admitted into the Educator Preparation Program. In year 2021-2022, six (6) were admitted to the EPP. In 2022-2023, ten (10) students were admitted. However, in year 2023-2024, 21 students were admitted in the program. We accredit part of the growth to the Praxis trainings as well as ongoing tutoring. Unfortunately, many students do not come to the program with skills to pass the Praxis Core exam. The extra support is vital.

This concern is statewide and the state of North Carolina has incorporated revisions to meet the teacher demand, the Department of Education has incorporated the following: Identified courses in each program now prepare candidates for licensure exams. A detailed outline explaining the knowledge and skills that the test measures, test objectives, sub areas, test design, and practice tests are covered to assist students in being successful. A Blackboard resource page was created for Education majors. Resources such as exam preparation materials, including online resources, are available to students. These resources afford opportunities for students to study at their own pace.

Though students at ECSU struggle with the initial and licensure exam requirements, state data shows that teachers who complete at ECSU show significant student growth on standardized tests. ECSU is one of the three top schools in the UNC System meeting or exceeding student growth in North Carolina Schools based on the North Carolina Department of Public Instruction EVASS rating. Student growth/performance shows that education graduates from ECSU are prepared to teach.

Comprehensive summary tables throughout present a picture of ECSU metrics. The targets and achievement measures show student success and achievement are central priorities. In addition, 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.