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Student Achievement Data
The mission of Rowan-Cabarrus Community College is to improve lives and build community through public higher education and workforce development. This mission is carried out through the delivery of curriculum programs and continuing education training. Rowan-Cabarrus Community College utilizes multiple measures to evaluate student achievement outcomes. Those measures include the North Carolina Community College System Performance Measures and the IPEDS 150% Graduation Rates.
Measure 1: NCCCS Performance Measures
The North Carolina Community College System has in place a set of performance measures for all 58 colleges that are published and identify goals for student achievement appropriate for community college students and the programs that they deliver. The baseline is the minimum expected level of performance statewide and is adjusted annually as performance increases. The results are reported annually and include the baseline, average and excellence levels. At Rowan-Cabarrus Community College,
- Our Threshold of Acceptability is to perform above the NCCCS baseline.
- Our Goal is to perform at or above the system mean.
- Our Aspiration is to meet or exceed excellence.
The 7 Student Outcome Performance Measures (criteria) are:
| Performance Measure | Purpose | Description |
| Basic Skills Progress | To ensure individuals with low literacy skills are progressing academically toward credential or employment. | Index score based on the percentage of Basic Skills periods of participation (POP) with a measurable skill gain (MSG). |
| Credit English Success | To ensure students are successfully completing a credit-bearing English course within their first three academic years. | Index score based on the percentage of first-time fall associate degree-seeking and transfer pathway students passing a credit-bearing English course with a “C” or better within three years. |
| Credit Math Success | To ensure students are successfully completing credit-bearing Math courses within their first three academic years. | Index score based on the percentage of first-time fall associate degree-seeking and transfer pathway students passing a credit-bearing Math course with a “C” or better within three years. |
| First Year Progression | To ensure first-year students are making progress toward credential completion. | Index score based on the percentage of first-time fall credential-seeking curriculum students who graduated prior to or enrolled in postsecondary education the subsequent fall semester. |
| Curriculum Completion | To ensure student completion and/or persistence toward a post-secondary credential in a timely manner. | Index score based on the percentage of first-time fall credential-seeking curriculum students who graduate, transfer or are enrolled during the fourth academic year with 42 successfully completed non-developmental hours. |
| Licensure Pass Rate | To ensure programmatic coursework prepares students to competently practice in their chosen profession. | Index score based on the percentage of first-time test-takers passing licensure and certification exams within each exam. Exams included in this measure are state-mandated exams that candidates must pass before becoming active practitioners. |
| Transfer Performance | To ensure the academic success of community college students at a four-year university or college. | Index score based on the percentage of community college students (Associate Degree completers and those who have completed 30 or more articulated transfer credits) transferring at a four-year university or college during the fall semester who remain enrolled at any four-year university or college the subsequent fall semester or graduate prior to. |
NC Community Colleges 2024 Performance Measures for Student Success
Outcomes:
| Index Score | |||||||
|---|---|---|---|---|---|---|---|
| Measure | Baseline (Threshold) | System Mean (Goal) | Excellence (Aspiration) | 2025 | 2024 | 2023 | 2022 |
| Basic Skills Progress | 0.647 | 1.033 | 1.225 | 1.348 | 1.329 | 1.226 | 1.104 |
| Credit English Success | 0.622 | 0.928 | 1.081 | 0.776 | 1.329 | 1.226 | 1.104 |
| Credit Math Success | 0.417 | 0.883 | 1.115 | 0.538 | 0.725 | 0.751 | 0.761 |
| First Year Progression | 0.881 | 1.002 | 1.063 | 0.989 | 0.962 | 0.963 | 0.978 |
| Curriculum Completion | 0.754 | 0.976 | 1.086 | 0.871 | 0.896 | 0.987 | 1.025 |
| Licensure Pass Rate | 0.754 | 0.975 | 1.086 | 0.986 | 0.979 | 0.906 | 0.911 |
| Transfer Performance | 0.816 | 0.976 | 1.056 | 0.879 | 0.987 | 0.994 | 1.014 |
Evaluation: Based on data in the 2025 Performance Measures report, the Rowan-Cabarrus students achieved the Threshold of Acceptability (students performed above the NCCCS Baseline) in all categories. Our students met or exceeded the goals in Basic Skills Progress (Excellence Level) and Credit English Success.
The reports below are official reports released by the North Carolina Community College System. Each report details goals for student achievement and the success of students in achieving those goals.
2025 NC Community College Performance Measures Report
2024 NC Community College Performance Measures Report
2023 NC Community College Performance Measures Report
2022 NC Community College Performance Measures Report
Measure 2: Rowan-Cabarrus Community College Graduation Rate
Rowan-Cabarrus graduation rates are defined as the total number of individuals from a given cohort of full-time, first-time degree/certificate-seeking students who completed a degree or certificate within 150% of the normal time to complete all requirements of their program of study; divided by the total number of students in the cohort of full-time, first-time degree/certificate-seeking students. Our data is disaggregated by Gender, Race, Ethnicity and Pell Grant Status.
Threshold of Acceptability: The Threshold of Acceptability is the graduation rate of our peer institutions, disaggregated by Gender, Race, Ethnicity and Pell Grant Status.
Goal: The overall goal is a 3% increase in graduation rate in each category.
Outcomes
The North Carolina Community College System has in place a set of performance measures for all 58 colleges that are published and identify goals for student achievement appropriate for community college students. The baseline is the minimum expected level of performance statewide and is adjusted annually as performance increases.
At Rowan-Cabarrus Community College, our adopted Threshold of Acceptability is the statewide baseline for each of the Student Achievement Criteria. Our goal is to meet or exceed excellence in all criteria. The following criteria are the items measured for student achievement at Rowan-Cabarrus Community College
- Basic Skills Student Progress
- Student Success Rate in College-level English and Math Courses
- First Year Progression
- Curriculum Completion
- Licensure and Certification Passing Rate Index
- College Transfer Performance
To view Rowan-Cabarrus specifically, visit the NCCCS State Performance Measures Dashboard and select “Rowan-Cabarrus CC” and select Year from the drop-down menu.
Key Student Completion Indicator
Rowan-Cabarrus Community College utilizes the IPEDS Graduation Rate as our Key Student Completion Indicator. The Threshold of Acceptability is to meet or exceed the IPEDS Graduation Rate of our Peer Intuitions. In addition, our goal is to minimize the differential performance of student groups disaggregated by gender, race, ethnicity and Pell/Non-Pell status.
The annual IPEDS Data Feedback Report (DFR) provides comparison statistics of the data submitted to IPEDS for the institution and a group of similar institutions, referred to as a comparison group. The purpose of the report is to provide institutional executives with information to help improve data quality and comparability of IPEDS data. This report provides selected indicators for Rowan-Cabarrus and a comparison group of institutions of similar size in North Carolina.
| Group | 2024 RCCC | 2024 Peers | 2023 RCCC | 2023 Peers | 2022 RCCC | 2022 Peers |
|---|---|---|---|---|---|---|
| Overall | 35% | 38% | 30% | 35% | 31% | 32% |
| American Indian or Alaska Native | 60% | 50% | 100% | 42% | 33% | 31% |
| Asian | 50% | 37% | 43% | 46% | 31% | 42% |
| Native Hawaiian or Other Pacific Islander | – | 28% | – | 16% | 100% | 34% |
| Black or African American | 22% | 25% | 16% | 22% | 21% | 22% |
| Hispanic/Latino | 28% | 39% | 36% | 37% | 28% | 29% |
| White | 42% | 43% | 31% | 38% | 36% | 36% |
| Two or More Races | 44% | 29% | 23% | 29% | 13% | 21% |
| Race / Ethnicity Unknown or Missing | 17% | 35% | 50% | 40% | 25% | 28% |
Data available in the following year’s IPEDS (DFR), Figure 16.
| Group | 2024 RCCC | 2024 Peers | 2023 RCCC | 2023 Peers | 2022 RCCC | 2022 Peers |
|---|---|---|---|---|---|---|
| Pell | 30% | 36% | 30% | 30% | 29% | 29% |
| Non-Pell | 39% | 41% | 30% | 41% | 32% | 35% |
Data available in the following year’s IPEDS Data Feedback Report (DFR), Figure 17.
| Group | 2024 RCCC | 2024 Peers | 2023 RCCC | 2023 Peers | 2022 RCCC | 2022 Peers |
|---|---|---|---|---|---|---|
| Overall | 35% | 38% | 30% | 35% | 31% | 32% |
| Men | 36% | 39% | 31% | 37% | 27% | 33% |
| Women | 34% | 37% | 29% | 34% | 33% | 32% |
Data available in that year’s IPEDS Reported Data: Graduation Rates, Graduation and transfer-out rates.