Student Achievement Measures Summary
According to guidelines issued in July of 2013 by the Regional Accrediting Commissions and the major higher education associations, all institutions of higher learning are expected to provide evidence of student achievement in three areas: evidence of the student learning experience, evaluation of student academic performance, and post-graduation outcomes. The Higher Learning Commission also requires that this information be made available to the public. The College of Menominee Nation is proud to provide the following data to the entire College community and to the general public.
Use of IPEDS Data
Each year, every institution of higher education is required to report to the US Department of Education a large amount of data related to its students and operations using the Integrated Postsecondary Education Data System (IPEDS) system. Many colleges (especially community colleges) report that IPEDS retention and graduation data do not adequately describe their student populations. The IPEDS measures are most representative of traditional first-time full-time freshman entering 4 year colleges and universities who generally have very selective admissions requirements. Community colleges typically have open admissions policies and tend to admit students over the age of 25 who were not likely at the top of their class, may need job skills training or lack adequate preparation for college level courses. Many of these students may also be in the work-force and have to juggle work and family obligations with their studies. They are more likely to attend part-time and therefore are not able to graduate within the 150% normal time target for their level of degree (6 years for bachelors and 3 years for associate degrees). The College of Menominee Nation does not believe that IPEDS are an accurate reflection of student achievement at the college. For those interested in the most current IPEDS data, it is available through the following link: http://nces.ed.gov/collegenavigator/?q=college+of+menominee+nation&s=all&id=413617
SUMMARY OF SELECTED STUDENT ACHIEVEMENT DATA
In addition to reporting IPEDS data CMN has developed and will continue to develop new measures of student achievement which are more relevant to its mission and the students it serves.
Student Engagement at CMN
Data from the Community College Survey of Student Engagement (CCSSE) survey administered at CMN in 2011 and 2014 provide evidence of a very strong student learning experience. In 2011 CMN ranked in the 90th percentile in all 5 benchmark areas and in 2014 ranked at the 80th percentile or higher in 4 of the 5 benchmark areas.
**The following figure lists those aspects of student achievement where CMN students exceed the cohort by the greatest number of percentage points. Items 4b and 4f relate to the benchmark for Active and Collaborative Learning. CMN students are much more likely to state they often or very often make class presentations and work on in-class projects with other students. Items 6a and 6c relate to Academic Challenge. CMN students report at a significantly higher percentage being assigned 5 or more course readings and 5 or more written papers in their classes than the students at other colleges. Item 10a relates to the benchmark on Student Effort. Again, CMN students are much more likely to report spending 11 or more hours per week studying than the cohort group.**
The college’s strongest aspects of student engagement are in the areas of active and collaborative learning and academic challenge. The college has recently implemented several changes to significantly strengthen support for learners through the establishment of a new Academic Support Center, redesign of the Student Success Strategies course and the development of a Foundational Studies curriculum that replaces the previous remedial studies courses.
New Student Success Measures
One new measure that has been identified is the number of completions (degrees awarded) per 100 FTE (full-time equivalent students) at an institution. Although the data are primarily derived from IPEDS data, the numbers are more reflective of the nature of student start and stop rates over time and demonstrates that relatively large numbers of students graduate each year as a proportion of given the size of the college.
**For academic year 2011-2012 CMN ranked in the 55th percentile of 2 year colleges in the completion ratio measure. For that academic year, CMN’s ratio of 22 ranked well ahead of all of the other tribal colleges for that measure (median of 12, range of 7-19). The figure below shows that for the last 5 years, CMN has averaged just under 20.0. This demonstrates that students at CMN are still persisting in their degree attainment at the college.**
Perkins Performance Data
The College participates in federal Perkins funded grant activities similar to those funded at the Wisconsin Technical College Systems (WTCS). CMN is required to submit performance data on a number of success measures for each academic year cohort which are somewhat different than those as described above for IPEDS. Each student is placed in a “concentrator cohort” when they accumulate 12 credits not including any remedial courses they may need to take. The success measures of each cohort are then calculated at the end of three years.
**The figure below shows that when graduation, transfer and retention rates are calculated for each CMN cohort, the success rates have improved to the 85%-90% range. This is evidence that once CMN students get beyond any remedial needs that they are highly successful and persistent.**
Graduate Survey Data
Annual Graduate Survey (AY2012-2013)
Each year at spring graduation, the IR Department surveys graduates who will be attending commencement ceremonies.
** The figure below shows that 98% of CMN graduates rate the quality of their academic and learning experiences as good or excellent.**
** The figure below shows that 100% of CMN graduates rate the faculty in their major program as good or excellent.**
** The figure below shows that 93% of CMN graduates rate the quality of their courses in preparing them for employment or transfer as good or excellent.**
Additional Student Achievement Measures
(The College of Menominee Nation will continue to develop and document additional achievement measures, especially related to employment rates, transfer rates and success on standardized tests especially in the nursing and teacher education programs.)