Office of Institutional Research & Effectiveness
Click on the link to view the following data:
FR 4.1 Student Achievement
LSC-O evaluates success, with respect to student achievement, utilizing an array of indicators for documenting student success in relation to its mission.
Student achievement data is collected and reported by the LSC-O Office of Institutional Research and Effectiveness (OIRE) as well as the Texas Higher Education Coordinating Board (THECB) Accountability System and the Carl D. Perkins Basic Grant which evaluates student achievement in Career and Technical Education (CTE) programs. This information is appropriate to the following portions of LSC-O’s mission statement.
- to provide, through traditional and innovative delivery systems, an academic curriculum that offers associate degrees and prepares students for transfer to senior colleges and universities;
- to provide, through traditional and innovative delivery systems, certificate and Associate of Applied Science Degree programs that prepare students for employment;
- to provide support services that facilitate and enhance student learning and success;
The college divides its programs into CTE programs, those completers who are intending to move to a job, and academic programs where students are preparing to transfer to a four-year university.
The five CTE programs that have licensure exams for program completers are Dental Assisting, Emergency Medical Services (EMS), Pharmacy Technology, Vocational Nursing (LVN), and Upward Mobility Nursing (UMN). CTE thresholds are adopted from the THECB data reported in the Carl D. Perkins accountability measures. The college thresholds for achievement is to meet or exceed these statewide averages as reported.
- The Dental Assisting National Board Exam does not set a threshold of acceptability to determine success. However, LSC-O sets an acceptable pass rate at eighty percent (80%). In 2012, the Dental Assisting Program at LSC-O had a 100% pass rate as reported by the Texas Dental Assistant Registration online course sponsored by the Texas Academy of General Dentistry.
- The National Registry for EMTs sets seventy-five percent (75%) as the threshold of acceptability to determine success. In 2012, the EMT Program at LSC-O had an 87% pass rate as reported by the National Registry.
- The Pharmacy Technician Certification Board Exam does not set a threshold of acceptability to determine success. However, LSC-O sets an acceptable pass rate at eighty percent (80%). In 2012, the Pharmacy Technician Program at LSC-O had a 68.4% pass rate as reported by the Pharmacy Technician Certification Board Exam.
- The National Council Licensure Exam for Licensed Vocational Nurses sets eighty percent (80%) as the threshold of acceptability to determine success. In 2012, LSC-O had an 88.8% pass rate as reported by the National Council Licensure Examination for LVNs.
- The National Council Licensure Exam for Registered Nurses sets eighty percent (80%) as the threshold of acceptability to determine success. In 2012, LSC-O had a 69.7% pass rate as reported by the National Council Licensure Examination for RNs.
Further, LSC-O uses the Carl D. Perkins accountability measures as a benchmark of success in its programs, particularly two performance measures with respect to CTE programs.
- Perkins Core Indicator 1P1: Technical Skill Attainment measures student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessment that is aligned with industry-recognized standards, if available and appropriate.
- Perkins Core Indicator 2P1: Credential, Certificate, or Diploma measures student attainment of an industry-recognized credential, certificate, or degree.
These two performance measures are reported by the THECB to each Perkins Grant receiving institution. The measures identify state performance targets as well as state-wide actual performance (an average). The target which all state institutions work toward is identified and the critical success measure is 90% of that target.
For university transfer students, the college establishes one threshold as being core complete. Another threshold is the measure of the number of students who transfer to universities.
LSC-O also measures student achievement based on the THECB Closing the Gaps Plan which is a state measure of achievement in participation, success, excellence, institutional efficiency and effectiveness, and milestones. LSC-O submits data to the THECB every two years. The THECB compiles this data into an Accountability Report.
LSC-O uses data from all of these reports to analyze LSC-O’s achievement of the thresholds and to set goals of achievement as they relate to enrollment, retention, graduation, course completion, job placement rates, and licensure rates (where they apply). From these measures, it is clear that LSC-O is meeting and exceeding these targets overall.
Enrollment figures are listed below. The official reporting date for fall and spring semesters is the 12th class day. The official reporting date for summer semesters is the 4th class day.
|Spring||Summer I||Summer II||Fall|
The sequential course study involves tracking the performance of students successfully completing the first course in a series of sequential courses. The cohort tracks students enrolled in the first part of the sequential course during the fall semester to their enrollment in the subsequent course during the following spring semester.
|Fall 2008||Fall 2008|
|Fall 2009||Fall 2009|
|Fall 2010||Fall 2010|
|Fall 2011||Fall 2011|
|Fall 2012||Fall 2012|
Success constitutes the ability of a graduate to gain employment or continue education by transferring to another higher education institution.
Graduate Follow-up is a two-step process. The first setp includes an exit interview which is completed at the time of graduation and consists of questions related to the student's educational experience at the college. The second step is a follow-up survey completed approximately two months after graduation to the cohort, consisting of questions relating to employment and/or continuing education of the graduate.
|Graduate Follow-up Survey Results|
|Program Licensure Reports|
|2007 - 2008||2008 - 2009||2009 - 2010||2010-2011||2011-2012|
The Perkins Basic Grant Program is an annually prepared, self-evaluated, and state-evaluated process that looks at overall effectiveness of Career and Technical Programs (CTE). The Dean of Instruction is the Project Director and contact with the Texas Higher Education Coordinating Board (THECB) office. The Dean of Instruction prepares this grant annually requesting funding for CTE programs at the college.
|LSC-O Perkins Grant|
The Automated Student & Adult Learner Follow-Up is a report developed by the Texas Higher Education Coordinating Board. This is an Exit Cohort Report that tracks graduates as well as non-returning students in an academic year to the first semester of the next academic year to determine if the students are continuing their education at any public institution of higher education in the state of Texas. It also determines if a student is employed by matching against the Texas Workforce Commission Unemployment Insurance Wage-Record Database.
|Automated Student & Adult Learner Follow-up|
A student-faculty ratio is calculated every spring and fall semester. The full-time equivalent for students as well as faculty is based on 15 credit hours.
|Spring 2008 -- 16:1||Fall 2008 -- 17:1|
|Spring 2009 -- 15:1||Fall 2009 -- 18:1|
|Spring 2010 -- 17:1||Fall 2010 -- 19:1|
|Spring 2011 -- 19:1||Fall 2011 -- 19:1|
|Spring 2012 -- 16:1||Fall 2012 -- 22:1|
|Spring 2013 -- 16:1||Fall 2013 -- 16:1|
|Community College Survey of Student Engagement (CCSSE)|
Student Evaluations of Faculty
Students evaluate the faculty towards the end of every spring and fall semester. Faculty teaching distance education classes taught through the internet are also evaluated. This page contains a summary of the faculty evaluation by department.
|Student Evaluations of Faculty|
|Regular Classes:||Distance Education Classes:|
|Spring 2008||Fall 2008*||Spring 2008||Fall 2008*|
|Spring 2009||Fall 2009||Spring 2009||Fall 2009|
|Spring 2010||Fall 2010||Spring 2010||Fall 2010|
|Spring 2011||Fall 2011||Spring 2011||Fall 2011|
|Spring 2012||Fall 2012||Spring 2012||Fall 2012|
|Spring 2013||Fall 2013||Spring 2013||Fall 2013|
*No evaluations due to Hurricane Ike
Texas Higher Education Coordinating Board (THECB)