Critical Success Factors for the North Carolina Community College System, 1995. Sixth Annual Report.

Institution	North Carolina State Dept. of Community Colleges, Raleigh.
Titel	Critical Success Factors for the North Carolina Community College System, 1995. Sixth Annual Report.
Quelle	(1995), (126 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Access to Education; Accountability; Articulation (Education); College Outcomes Assessment; Community Colleges; Community Services; Economic Development; Educational Quality; Labor Force Development; Organizational Effectiveness; Outcomes of Education; School Community Relationship; State Standards; State Surveys; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Community college; Community College; Gemeindenahe Versorgung; Wirtschaftsentwicklung; Quality of education; Bildungsqualität; Arbeitskräftebestand; Unternehmenserfolg; Lernleistung; Schulerfolg
Abstract	The data presented in this report are indicators of the level of success of the North Carolina Community College System (NCCCS) in the 1993-94 academic year as measured by student outcomes and the extent to which the system addresses the needs of the state. Where possible, 5-year data are also presented. Seven critical factors are examined: (1) student success, as measured by number of continuing students; progress of literacy students; number of high school equivalency diplomas awarded compared to the number of state dropouts; performance of transfers after 2 semesters; rate of success on licensure exams; program completion rates; and passing rates for remedial and general education courses; (2) resources, measured by institutional salaries; student/faculty ratio; participation in staff development programs; currentness of equipment; library standards; and system funding for full-time equivalent (FTE) students; (3) access, assessed in terms of enrollment of high school dropouts, handicapped, single parents, nontraditional high school diploma earners, and inmates; numbers served through literacy programs; percentage of students receiving financial aid; and percent of population in service area enrolled; (4) education continuum, evaluated by number and percent of recent high school graduates enrolled; enrollment in cooperative agreements with high schools; tech prep student enrollment; and number and percent of University of North Carolina students who attended a community college; (5) workforce development, evidenced by the number of employers and trainees served; number of workplace literacy sites; employer satisfaction; and graduate employment status; (6) community services, measured in terms of courses offered, senior citizen enrollment, and support of community services; and (7) program management and accountability, assessed by an annual program audit, program reviews, and accredited programs. (KP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC