Performance, thresholds of acceptability, achievement goals, and alignment to the College’s mission are identified in Tables 1 through 5 below.
*Other: American Indian or Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, Hispanic, Two or more races, Race/ethnicity unknown, U.S. Nonresident
Source: National Center for Education Statistics IPEDS Data Feedback Reports – IPEDS Traditional Graduation Rate (150% standard time)
The College made the decision to disaggregate its annual graduation rate by gender, race/ethnicity, and financial aid status. The College’s rationale for choosing this combination of disaggregation is to be able to continually monitor the graduation rates of all its enrolled students by gender, race, and economic status to seek improvement for any individual categories where necessary.
Improvement Plan for Graduation Rate
To improve graduation rates for all demographics, including African American and Other races, the College has successfully implemented a comprehensive data utilization strategy and an early alert system to enhance graduation and retention rates. By harnessing these advanced analytics platforms, SSCC closely monitors the academic success of students, including Non-Pell and Pell Grant recipients, identifying at-risk students early and providing targeted support. Faculty and staff regularly access updated data dashboards through the early alert system, ensuring they have the insights to implement timely interventions. Along with the implementation of student success initiatives, such as tutoring and academic coaching, this proactive approach has led to the establishment of specific initiatives to improve retention and graduation rates among underrepresented and economically disadvantaged students.
Source: National Center for Education Statistics IPEDS Customized Data Feedback Reports – IPEDS Transfer-out Rate (150% standard time)
Source: National Center for Education Statistics IPEDS Customized Data Feedback Reports – IPEDS Fall to Fall Retention Rates
Source: Internal Shelton State Community College Data
Source: Licensure attainment rate data from state and national testing boards.
Improvement Plans for Health Information Technology and Respiratory Therapy
To improve the licensure attainment rate for HIT graduates, the program will review the scores from RHIT practice examinations and the HIT Exam Review, along with the two timed (3.5-hour) practice exams taken as comprehensive finals. This review process will identify areas of weakness across the six RHIT domains. To address these weaknesses, the program will offer both group and individualized exam review sessions, focusing on strengthening the specific areas where students need improvement.
The Respiratory Therapy program’s improvement plan is designed to enhance student success on achieving the TMC examination high-cut score. The program director has introduced targeted tutoring sessions specifically aimed at helping students achieve a high cut score. Students are incentivized to attend all sessions, take the TMC examination, and successfully pass it. The tutoring sessions are focused on carefully selected topics based on student performance and common areas of difficulty. Additionally, the college covers the cost of the TMC examination as part of the incentive plan. The department has also welcomed a new medical consultant who is highly engaged and committed to student success. The consultant is working to identify areas for improvement and plans to integrate learning activities with clinical experiences. Additionally, biweekly meetings with the clinical coordinator have been established to review the students’ progress and identify additional learning opportunities.
