Institutional Research-Student Achievement of Goals
Clarendon College 2018-2019 Evaluation of Mission Statement Provisions
Clarendon
College (CC) evaluates success with respect to student achievement
consistent with its mission. Criteria utilized include key elements
derived from items in the strategic plan One College... One Vision
2014.2017. A variety of methods are used in this evaluation including a
review of internal data from the CC Office of Institutional Research
(OIR), results from the Community College Survey of Students Engagement
(CCSSE), the Texas Legislative Budget Board Performance Measures (LBBPM)
and the Texas Public Higher Education Almanac (TPHEA) and Accountability
data (THECBA).
In
its effort to fulfill its mission and serve its students, CC offers both
credit and non-credit courses including academic course for transfer, dual
credit courses for service area high schools, technical courses for
employment including certification and licensure, and continuing education
for personal growth and enrichment. The College uses enrollment and
demographic data from internal reports generated by the OIR in conjunction
with THECB accountability measures and data reported in the TPHEA and
LBBPM. The enrollment data is used to evaluate the number of students
being served in each area mentioned to assess levels of student access.
Comparisons of previous term enrollments are also used to identify changes
in enrollment trends and aid in the planning of future course offerings to
improve student access at CC. The following table provides the evaluation
criteria and the 2018-2019 evaluation results for the provision for
student access.
Table 1:
Evaluation Results for Student Access Provision
|
One College... One Vision Item
|
Criteria
of Effectiveness
|
Baseline
|
Results
|
|
Provision for Student Access
|
Fall
Enrollment: Controlled Growth of 2.5% each year.
|
Fall 2009 to Fall 2014
Average:
-2.9%
|
Change in Fall Enrollment
Fall 2009 – Fall 2010: 11.3%
Fall 2010 – Fall 2011: -15.2%
Fall
2011 – Fall 2012: -7.3%
Fall
2012 – Fall 2013: -2.6%
Fall
2013 – Fall 2014: -1.2%
Fall
2014 – Fall 2015: 12%
Fall 2015 – Fall 2016: 10.6%
Fall 2016 – Fall 2017: 7.0%
Fall 2017 – Fall 2018: 3.2%
|
CC
tracks completion and success rates for all courses for in order to
evaluate its effectiveness at promoting student progression and
completion. Course completion is defined as completing a course and
receiving a grade, even a failing grade, while successful course
completion is defined as receiving a passing grade (C or better). CC also
defines student completion in a more holistic way as a student’s
completion of the core course requirements and graduation with either a
certificate or associate’s degree. CC continually monitors these measures
each semester and compares the results with those from previous semesters
and the average for schools of the same size in Texas to track student
progression and completion. A threshold of 91% of attempted credit hours
being completed has been established, and 58% of students persisting after
one year and 42% after 2 years have been established as shown in the
following table. Additionally, CC has established a 14.5% threshold for 3,
4 and 6-year associate’s
graduation rates, a 10% threshold for 3, 4 and 6-year certificate
graduation rates, and transfer rates to 4-year schools of 38% for academic
students and 18% for technical students. These threshold rates are
consistent with the 5-year average for same-size colleges in Texas and
have been deemed to be appropriate as they match the 5-year average rates
for CC’s cohort college group. These rates also allow for a timely
completion of each student’s educational intent. The following table
provides the evaluation criteria and the 2018-2019 evaluation results for
the provision for student progression and completion.
Table 2:
Evaluation Results for Student Progression and Completion Provision
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision for Student Progression and Completion
|
Fall Credit Hour Completion Rate: 91% of attempted
credit hours completed.
|
Fall 2009-Fall 2013 Average:92.4%
State Average: 91.0%
|
% of Fall Cr. Hrs. Completed1
Fall
2009: 93.1%
Fall 2010: 92.0%
Fall 2011: 91.3%
Fall
2012: 92.5%
Fall
2013: 93.2%
Fall
2014: 92.6%
Fall
2015: 93.4%
Fall 2016: 93.3%
Fall 2017: 94.2%
Fall 2018: 94.6%
|
| |
Fall Credit Hours
Successfully
Completed with "D"
or Better.
|
|
Fall 2016: 85.9%
Fall 2017: 87.7%
Fall 2018: 89.4%
|
| |
Fall Credit Hours
Successfully
Completed with "C"
or Better.
|
|
Fall 2016: 81.6%
Fall 2017: 83.4%
Fall 2018: 85.9%
|
|
1-year persistence rate: 58% of students persisting
after 1 year.
|
Fall 2009 to Fall 2013 Average:
58.7%
State Cohort Average: 58.2%
|
1-Year Persistence Rates
Fall
2009: 65.5%
Fall
2010: 53.1%
Fall
2011: 54.0%
Fall 2012: 52.7%
Fall 2013: 68.4%
Fall
2014: 62.3%
Fall
2015: 50.7%
Fall
2016: 55.7%
Fall 2017: 63.7%
Fall
2018: N/A2
|
|
2-year persistence rate: 42% of students persisting
after 2 years.
|
Fall 2008 to Fall 2012 average:
37.9%
State cohort average: 41.8%
|
2-Year Persistence Rates
Fall 2008: 42.5%
Fall 2009: 41.3%
Fall
2010: 35.9%
Fall
2011: 35.7%
Fall
2012: 34.7%
Fall
2013: 43.8%
Fall 2014: 41.0%
Fall 2015: 30.4%
Fall 2016: 40.3%
Fall
2017: N/A2
Fall
2018: N/A3
|
|
3, 4 and 6 year Academic graduation rate: 45% of
students seeking an Associate’s Degree graduating within 6 years.
|
FY 2010 to FY 2014
average:
46.0%
State cohort average: 43.6%
|
6-Year Graduation Rates4,5
FY
2010: 45.6%
FY
2011: 45.4%
FY 2012: 50.5%
FY 2013: 44.8%
FY
2014: 48.4%
FY
2015: 36.6%
FY
2016: 38.8%
FY
2017: 38.6%
|
|
3, 4 and 6 year Technical graduation rate: 30% of
students seeking an AAS or certificate graduating within 6 years.
|
FY 2010 to FY 2014
average: 44.3% State cohort average: 30.2%
|
6-Year Completion Rates4,5
FY 2010: 46.0%
FY
2011: 49.3%
FY
2012: 49.5%
FY
2013: 40.7%
FY
2014: 59.5%
FY
2015: 50.0%
FY
2016: 28.6%
FY
2017: 55.3%
|
| |
6 year graduation rate (Academic AA/AS, Technical AAS, and Technical Certificate completion rates) |
|
6-Year Completion Rates4,5
FY 2014: 39.9%
FY 2015: 43.5%
FY 2016: 30.9%
FY 2017: 42.0%
FY 2018: 39.9%
|
|
Academic student transfer rate: 38% of academic
students transferring to a 4- year institution.
|
FY 2010 to FY 2014
average:
36.2%
State cohort average: 38.3%
|
Acad. Students Transferring4
FY 2010: 48.6%
FY 2011: 37.7%
FY
2012: 35.9%
FY
2013: 27.1%
FY
2014: 31.9%
FY
2015: 25.5%
FY 2016: 22.3%
FY 2017: 22.8%
FY 2018: 30.0%
|
|
Technical student transfer rate: 18% of technical
students transferring to a 4- year institution.
|
FY 2010 to FY 2014
average:
26.5%
State cohort average: 18.0%
|
Tech. Students Transferring4
FY
2010: 37.5%
FY
2011: 41.9%
FY
2012: 19.3%
FY 2013: 21.9%
FY 2014: 11.9%
FY
2015: 4.7%
FY
2016: 7.8%
FY
2017: 3.5%
FY 2018: 2.9%
|
1
This measure was calculated using the THECB method which includes courses
with grades other than "W" or "I" as being completed.
In Fall 2016, 85.9% of credit hours were successfully completed with a
passing of "D" or better and 81.6% with a grade of "C" or better. In Fall
2017, 87.7% of credit hours were successfully completed with a passing of
"D" or better and 83.4% with a grade of "C" or better. Both measures were added to the assessment table in Spring 2019.
2
The 1-year & 2-year persistence rates rely on Fall 2018 enrollment
data which will not be available until March 2019.
3
The 2-year persistence rate relies on Fall 2019 enrollment data which will
not be available until March 2020.
4 To insure consistency in evaluating these measures the 6-year
completion and transfer rates as calculate by the THECB are used. THECB
releases this data around March of the following FY (FY 2018 data will not
be made available by the THECB until March 2019).
5 In FY 2017 the THECB changed the Accountability Reporting System which resulted in graduation data and rates no longer reporting Academic and Technical awards separately. Until THECB begins reporting awards by curriculum type again results reported in this evaluation will combine Academic and Technical 6-Year graduation rates beginning in FY 2018.
Students
and faculty work in partnership to accomplish the goal of learning.
Therefore the provision of quality instruction is a priority at the
institution. While individual programs and faculty track student learning
via student learning outcomes and through the widespread use of student
evaluations of instruction, the institution monitors the provision of
quality instruction via the use of indirect indicators at a broader level
using the same measures as are used for monitoring student progression and
completion. The level of course completion as measured by attempted credit
hours completed, the number of students completing core requirements, and
graduation rates give an indication of a student’s ability to master
course material and progress with their educational goals assuming a
correlation with quality of instruction. An additional indicator of the
quality of educational programs at CC is the percent of contact hours
taught by full-time faculty with an established threshold of 72% of all
contact hours being taught by full- time faculty. The following table
provides the evaluation criteria and the 2018-2019 evaluation results for
the provision for quality educational programs.
Table
3: Evaluation Results for Quality Educational Programs Provision
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision of quality educational programs
|
Fall Credit Hour Completion Rate: 91% of attempted
credit hours completed.
|
Fall 2009-Fall 2013 Average:92.4%
State Average: 91.0%
|
% of Fall Cr. Hrs. Completed1
Fall
2009: 93.1%
Fall
2010: 92.0%
Fall
2011: 91.3%
Fall 2012: 92.5%
Fall 2013: 93.2%
Fall
2014: 92.6%
Fall
2015: 93.4%
Fall
2016: 93.3%
Fall
2017: 94.2%
Fall 2018: 94.6%
|
|
1-year persistence rate: 58% of students persisting
after 1 year.
|
Fall 2009 to Fall 2013 Average:
58.7%
State Cohort Average: 58.2%
|
1-Year Persistence Rates
Fall 2009: 65.5%
Fall 2010: 53.1%
Fall
2011: 54.0%
Fall
2012: 52.7%
Fall
2013: 68.4%
Fall
2014: 62.3%
Fall 2015: 50.7%
Fall 2016: 55.7%
Fall 2017: 63.7%
Fall
2018: N/A2
|
|
2-year persistence rate: 42% of students persisting
after 2 years.
|
Fall 2008 to Fall 2012 average:
37.9%
State cohort average: 41.8%
|
2-Year Persistence Rates
Fall
2008: 42.5%
Fall
2009: 41.3%
Fall
2010: 35.9%
Fall 2011: 35.7%
Fall 2012: 34.7%
Fall
2013: 43.8%
Fall
2014: 41.0%
Fall
2015: 30.4%
Fall 2016: 40.3%
Fall 2017: N/A2
Fall 2018: N/A3
|
|
3, 4 and 6 year Academic graduation rate: 45% of
students seeking an Associate’s Degree graduating within 6 years.
|
FY 2010 to FY 2014
average:
46.0%
State cohort average: 43.6%
|
6-Year Graduation Rates4,5
FY
2010: 45.6%
FY
2011: 45.4%
FY
2012: 50.5%
FY
2013: 44.8%
FY 2014: 48.4%
FY 2015: 36.6%
FY
2016: 38.8%
FY
2017: 38.6%
|
|
3, 4 and 6 year Technical graduation rate: 30% of
students seeking an AAS or certificate graduating within 6 years.
|
FY 2010 to FY 2014
average:
44.3%
State cohort average: 30.2%
|
6-Year Completion Rates4,5
FY
2010: 46.0%
FY
2011: 49.3%
FY 2012: 49.5%
FY 2013: 40.7%
FY
2014: 59.5%
FY
2015: 50.0%
FY
2016: 28.6%
FY
2017: 55.3%
|
| |
6 year graduation rate (Academic AA/AS, Technical AAS, and Technical Certificate completion rates)
|
|
6-Year Completion Rates 4,5
FY 2014: 39.9%
FY 2015: 43.5%
FY 2016: 30.9%
FY 2017: 42.0%
FY 2018: 39.9%
|
|
Full-time faculty: 70% of all credit hours or contact
hours taught by full-time faculty.
|
Fall 2009 to Fall 2013 average:
72.9%
State cohort average: 72.2%
|
%
of Fall Cr. Hrs. Taught by FT Faculty
Fall 2009: 79.8%
Fall 2010: 76.8%
Fall
2011: 72.0%
Fall
2012: 70.9%
Fall
2013: 65.1%
Fall
2014: 75.5%
Fall 2015: 77.4%
Fall 2016: 71.8%
Fall
2017: 71.3%
Fall 2018: 75.3%
|
1 This measure was calculated using the THECB method which includes courses with grades other than "W" or "I" as being completed.
In Fall 2016, 85.9% of credit hours were successfully completed with a passing of "D" or better and 81.6% with a grade of "C" or better. In Fall 2017, 87.7% of credit hours were successfully completed with a passing of "D" or better and 83.4% with a grade of "C" or better. Both measures were added to the assessment table in Spring 2019.
2 The 1-year & 2-year persistence rates rely on Fall 2018 enrollment data which will not be available until March 2019.
3 The 2-year persistence rate relies on Fall 2019 enrollment data which will not be available until March 2020.
4 To insure consistency in evaluating these measures the 6-year completion and transfer rates as calculate by the THECB are used. THECB releases this data around March of the following FY (FY 2018 data will not be made available by the THECB until March 2019).
5 In FY 2017 the THECB changed the Accountability Reporting System which resulted in graduation data and rates no longer reporting Academic and Technical awards separately. Until THECB begins reporting awards by curriculum type again results reported in this evaluation will combine Academic and Technical 6-Year graduation rates beginning in FY 2018.
CC
provides student support programs, services, and activities consistent
with its mission that are intended to promote student learning and enhance
the development of its students. The College recognizes that student
support programs and services enhance the educational development and
academic success of students and strives to ensure that its policies,
personnel, programs, and activities are consistent with the diverse needs
and interests of the population it serves. Each service offered is managed
by an assigned support service department within the College, with
assessment and evaluation methods consisting of the results obtained from
administering the Community College Survey of Student Engagement each year
which is supplemented with the results from surveys administered by the
OIR and each department that provides the service. Additional assessment
and evaluation is provided by an examination of student participation in
school activities and organizations and the number of students using
available services. A threshold level of a CCSSE benchmark score of 50 and
a minimum of 70% of students responding as being at least somewhat
satisfied with each of the services offered on departmental surveys and
CCSSE questions relating to the service has been established. The
following table provides the evaluation criteria and the 2018-2019
evaluation results for the provision for Student Services for holistic
development.
Table
4: Evaluation Results for Student Services for Holistic Development
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision for Student Services for Holistic Development
|
CCSSE questions pertaining to encouraging the use of
offered student support services (9b, 9d, 9e & 9f): 60% of
students responding "quite a bit" or "very much."
|
An average of 59.7% of students responded “quite a bit”
or “very much” on the 2014 CCSSE survey questions pertaining to CC
emphasizing the student support services offered.
|
% of students responding “quite a bit” or “very much”
on CCSSE questions on encouraging use of support services:
Spring
2016: 51.1%
Spring
2017: 30.95%
Spring 2018: 48.6%
(Next administration March/April 2019)
|
|
CCSSE questions pertaining to student use of offered
support services (4m, 12.1a, 12.1b, 12.1d,
12.1e,
12.1g, 12.1h,
12.1I, 12.1j & 12.1k):
60% of students responding that they use student
support services “sometimes” or “often”.
|
An average of 60.3% of students responded “sometimes”,
“often” or “very often” on the 2014 CCSSE
survey questions pertaining to their use of the student
support services offered.
|
% of students responding “sometimes”, “often” or “very
often” on CCSSE questions on use of support services offered:
Spring 2016: 35.9%
Spring 2017: 46.8%
Spring 2018: 49.6%
(Next administration March/April 2019)
|
|
CCSSE questions pertaining to student satisfaction with
the support services offered (12.2a, 12.2b, 12.2c, 12.2d, 12.2e,
12.2g,
12.2h, 12.2I,
12.2j & 12.2k): 80%
of students responding as being somewhat or very
satisfied with the student services offered.
|
An average of 83.8% of students responded “somewhat” or
“very” on the 2014 CCSSE survey questions pertaining to their
satisfaction with the student support services offered.
|
% of students responding “somewhat” or “very” on CCSSE
questions on student satisfaction of support services offered:
Spring
2016: 53.2%
Spring
2017: 64.8%
Spring 2018: 52.6%
(Next administration March/April 2019)
|
To
assess the fulfillment of the mission component for developmental
education, CC uses a combination of data reported by the THECB
Accountability system, reports generated internally by the OIR on
developmental course and subsequent college-level course completion rates
including longitudinal cohort tracking reports, ad hoc OIR reports as
requested, and developmental program assessments. A large percentage of CC
students enter CC with skill levels in Reading, Writing, or Math that are
below state standards for being “college-ready.” State law and the THECB
establish the skill levels required for each area that determine if a
student is prepared for college-level coursework. Those students not
meeting Texas Success Initiative (TSI) standards are placed into remedial
coursework to improve their skills. Once the remedial course work is
successfully completed the student is allowed to begin taking
college-level courses requiring TSI-complete status for that area.
The
percent of developmental students successfully completing (a grade of A, B
or C) developmental coursework and being allowed to continue on to credit
courses requiring college- level Reading, Writing and Math skills is the
primary measure of the effectiveness of CC at fulfilling the provision for
developmental education. Effectiveness is further evaluated by tracking a
student’s success in their first college-level course that is dependent on
the area of deficiency as a secondary measure. A threshold level 75%
successful completion of developmental coursework and a threshold of 85%
successful completion of the first college-level course after completing
developmental education have been established for each of the
developmental areas. These threshold levels assure an acceptable level of
student progression through developmental coursework and the successful
completion of the first college level course while also being appropriate
to assure an acceptable level for completion of the student’s educational
goals. The following table provides the evaluation criteria and the
2018-2019 evaluation results for the provision for Developmental
Education.
Table 5:
Evaluation Results for Developmental Education
|
One College... One Vision Item
|
Criteria
of Effectiveness
|
Baseline
|
Results
|
|
Provision for Developmental Education
|
Students becoming TSI complete in Reading: 55% of DE
Reading students becoming TSI complete and being eligible to take
college-level courses requiring TSI completion in Reading.
|
Reading - Fall 2006 to Fall 2010 cohort average: 50.9%
State cohort average: 60.1%
|
% of DE Students Meeting TSI Obligations in Reading
(2-year
tracking)
Fall
2011 Cohort: 65.7%
Fall 2012 Cohort: 57.8%
Fall 2013 Cohort: 60.8%
Fall 2014 Cohort: 54.0%
Fall 2015 Cohort: 65.2%
Fall 2016 Cohort: 71.7%1
(tracked 1 year)
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
|
Students becoming TSI complete in Writing: 55% of DE
Writing students becoming TSI complete and being eligible to take
college-level courses requiring TSI completion in Writing.
|
Writing - Fall 2006 to Fall 2010 cohort
average:
49.2%
State cohort average: 56.6%
|
% of DE Students Meeting TSI Obligations in Writing
(2-year
tracking)
Fall
2011 Cohort: 68.1%
Fall
2012 Cohort: 25.0%
Fall
2013 Cohort: 60.6%
Fall 2014 Cohort: 44.0%
Fall 2015 Cohort: 56.3%
Fall 2016 Cohort: 57.3%1
(tracked 1 year)
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
|
Students becoming TSI complete in Math: 45% of DE Math
students becoming TSI complete and being eligible to take
college-level courses requiring TSI completion in Math.
|
Math - Fall 2006 to Fall 2010 cohort
average:
40.9%
State cohort average: 44.1%
|
% of DE Students Meeting TSI Obligations in Math
(2-year
tracking)
Fall 2011 Cohort: 34.7%
Fall 2012 Cohort: 40.5%
Fall
2013 Cohort: 45.8%
Fall 2014 Cohort: 41.0%
Fall 2015 Cohort: 52.7%
Fall 2016 Cohort: 43.7%1
(tracked 1 year)
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
|
DE Reading students successfully completing their first
college-level course requiring TSI completion in Reading: 40% of
students becoming TSI complete in Reading will successfully
complete their first associated college-level course with a “C” or
better.
|
Reading - Fall 2006 to Fall 2010 cohort average: 36.6%
State cohort average: 37.8%
|
% of DE Students Successfully Completing a
College-level Reading Course (2-year tracking)
Fall
2011 Cohort: 51.1%
Fall
2012 Cohort: 50.5%
Fall
2013 Cohort: 58.2%
Fall 2014 Cohort: 49.4%
Fall 2015 Cohort: 65.9%
Fall 2016 Cohort: 68.0%1
(tracked 1 year)
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
|
DE Writing students successfully completing their first
college-level course requiring TSI completion in Writing: 40% of
students becoming TSI complete in Writing will successfully
complete their first associated college-level course with a “C” or
better.
|
Writing - Fall 2006 to Fall 2010 cohort
average:
30.4%
State cohort average: 30.3%
|
% of DE Students Successfully Completing a
College-level Writing Course (2-year tracking)
Fall
2011 Cohort: 30.4%
Fall
2012 Cohort: 22.9%
Fall 2013 Cohort: 56.4%
Fall 2014 Cohort: 37.4%
Fall 2015 Cohort: 66.1%
Fall 2016 Cohort: 54.1%1
(tracked 1 year)
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
|
DE Math students successfully completing their first
college-level course requiring TSI completion in Math: 35% of
students completing developmental Math courses will successfully
complete their first associated college-level course with a “C” or
better.
|
Math - Fall 2006 to Fall 2010 cohort
average:
14.3%
State cohort average: 16.9%
|
% of DE Students Successfully Completing a
College-level Math Course (2-year tracking)
Fall
2011 Cohort: 17.0%
Fall
2012 Cohort: 26.4%
Fall 2013 Cohort: 37.3%
Fall 2014 Cohort: 37.1%
Fall 2015 Cohort: 52.1%
Fall 2016 Cohort: 37.3%1
(tracked 1 year)
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
1 Developmental Education data for the Fall 2016 cohort is
based on 1 year of tracked student data. Two-year data will be made
available by THECB in March 2019.
2 Developmental Education data for the Fall 2017 cohort will be
made available by THECB in March 2019.
3 Developmental Education data for the Fall 2018 cohort will be
made available by THECB in March 2020.
CC
provides continuing education and community service courses to members of
the communities it serves. Continuing education (CE) courses are scheduled
to meet the needs of these communities based on requests from area
businesses and community members. In addition, CC strives to identify
local training needs for current business and industry, as well as
upcoming skills requirements for workforce needs in emerging fields in an
effort to be proactive in its CE offering. To evaluate its provision of CE
courses and the effectiveness of meeting the needs of the community, CC
continually examines the CE courses offered and the enrollments for each.
A threshold level of 85% of requests for CE courses that are projected to
meet minimum enrollment levels will be offered. The following table
provides the evaluation criteria and the 2016-2017 evaluation results for
the provision for Continuing Education / Community Service Courses.
Table 6:
Evaluation Results for Continuing Education / Community Service Courses
|
One College... One Vision Item
|
Criteria
of Effectiveness
|
Baseline
|
Results
|
|
Provision for Continuing Education & Community
Service Courses
|
Number of CE courses offered annually to assure a
minimum % of business and community requests for CE courses being
met: 85% of business and community requests for CE courses being
met by offering 70 CE courses each year.
|
5-Year Average: 70
|
Continuing
Education Courses offered each year
FY 2010: 66
FY 2011: 65
FY
2012: 57
FY
2013: 80
FY
2014: 83
FY
2015: 75
FY 2016: 88
FY 2017: 101
FY 2018: 82
|
|
Annual Enrollment in Continuing Education Courses
(unduplicated): Annual unduplicated enrollment in Continuing
Education Courses of 450 students.
|
5-Year Average: 501
|
Annual Continuing Education Enrollment (unduplicated)
FY
2010: 479
FY
2011: 431
FY
2012: 515
FY 2013: 388
FY 2014: 691
FY
2015: 251
FY
2016: 375
FY
2017: 283
FY 2018: 353
|
|
Annual Continuing Education Contact Hours: Annual
Contact Hours for Continuing Education Courses of 17,500.
|
5-Year Average: 18,917
|
Annual Continuing Education Contact Hours
FY
2010: 22,750
FY 2011: 16,865
FY 2012: 14,309
FY
2013: 18,286
FY
2014: 22,376
FY
2015: 15,577
FY
2016: 23,766
FY
2017: 14,321
FY 2018: 25,276
|
As
part of its mission, CC offers or hosts several cultural events each year.
These events include staging theater arts productions, hosting art shows,
providing lectures and presentations from invited guest speakers, and
offering courses that provide cultural enrichment including courses for CC
students as well as members of the communities CC serves. A threshold
level of 10 offered or hosted events annually was established to support
the provision of offering cultural enrichment to the students and
communities served by CC, and a threshold of 6 cultural enrichment courses
offered each year was established. These threshold levels were based on
student and community interest and response to previous cultural
enrichment offerings at CC. The following table provides the evaluation
criteria and the 2016-2017 evaluation results for the provision for
Cultural Enrichment.
Table
7: Evaluation Results for Cultural Enrichment
|
One College... One Vision Item
|
Criteria of Effectiveness
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Baseline
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Results
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Provision for Cultural Enrichment
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CCSSE questions pertaining to having conversations with
students of a different race or ethnicity (question 4s): 80% of
students responding “sometimes”, “often” or “very often” that they
had serious conversations with students of a different race or
ethnicity.
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81.4% of students responded “sometimes”, “often” or
“very often” on the 2014 CCSSE
survey question pertaining to having serious
conversations with students of a different race or ethnicity.
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% of students responding “sometimes”, “often” or “very
often” on CCSSE questions on having serious conversations with
students of a different race or ethnicity:
Spring
2016: 76.9%
Spring
2017: 71.2%
Spring 2018: 59.8%
(Questions 4s and 4t were combined in Spring 2018)
(Next administration March/April 2019)
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CCSSE questions pertaining to having conversations with
students that have different religious beliefs, political
opinions, or personal values. (question 4t): 80% of students
responding “sometimes”, “often” or “very often” that they had
serious conversations with students with different religious
beliefs, political opinions, or personal values.
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81.0% of students responded “sometimes”, “often” or
“very often” on the 2014 CCSSE
survey question pertaining to having serious
conversations with students with differing religious beliefs,
political opinions or personal values.
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% of students responding “sometimes”, “often” or “very
often” on CCSSE questions on having serious conversations with
students that have different religious beliefs, political
opinions, or personal values:
Spring
2016: 76.6%
Spring
2017: 71.2%
Spring 2018: 59.8%
(Questions 4s and 4t were combined in Spring 2018)
(Next administration March/April 2019) 5
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CCSSE questions pertaining to encouraging contact among
students from different economic, social, and racial or ethnic
backgrounds (question 9c): 80% of students responding “some”,
“quite a bit” or “very much” that CC encourages contact among
students from different backgrounds.
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88.2% of students responded “some”, “quite a bit” or
“very much” on the 2014 CCSSE survey question pertaining to CC
encouraging contact among students from different economic,
social, and racial or ethnic backgrounds.
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% of students responding “some”, “quite a bit” or “very
much” on CCSSE questions pertaining to CC encouraging contact
among students from different economic, social, and racial or
ethnic backgrounds:
Spring
2016: 81.5%
Spring
2017: 82.2%
Spring 2018: 87.9%
(Next administration March/April 2019)
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CCSSE questions pertaining to experiences at CC
contributing to understanding people of other racial and ethnic
backgrounds (question 12k): 80% of students participating in the
CCSSE survey responding “sometimes”, “often” or “very often” that
their experiences at CC contribute to their understanding people
of other racial and ethnic backgrounds.
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85.8% of students responded “sometimes”, “often” or
“very often” on the 2014 CCSSE
survey question pertaining to their experiences at CC
contributing to their understanding people of other racial and
ethnic backgrounds.
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% of students responding “sometimes”, “often” or “very
often” on CCSSE questions pertaining to their experiences at CC
contributing to their understanding people of other racial and
ethnic backgrounds:
Spring
2016: 83.2%
Spring
2017: 82.2%
Spring 2018: This question was removed from the CCSSE in 2018.
(Next administration March/April 2019)
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Number of offered or hosted cultural enrichment events:
Ten Cultural Enrichment events offered or hosted each year.
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5-Year Average: 11
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Cultural Enrichment events
FY 2010: 9
FY 2011: 11
FY
2012: 10
FY
2013: 13*
FY
2014: 11*
FY
2015: 11*
FY 2016: 12*
FY 2017: 11
FY 2018: 11
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Number of cultural enrichment courses offered: Six
Cultural Enrichment courses offered each year.
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5-Year Average: 14
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Cultural Enrichment courses offered
FY
2010: 15
FY
2011: 9
FY
2012: 9
FY 2013: 13
FY 2014: 27
FY
2015: 24
FY
2016: 19
FY
2017: 21
FY 2018: 20
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*Events include a Spanish Heritage event and/or a Black History
event, two drama performances, 7-9 library events and various community concerts and
presentations.
Student Links
2023-2024 Student Handbook
2023-2024 Academic Calendar
Clarendon College Events
What's happening on campus
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May 03
8:00 AM
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Clarendon College Calendar
Commencement Spring
Spring Commencement
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May 06
8:00 AM
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Clarendon College Calendar
Final Exams Spring 23
Final Exams Spring 23
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May 06
8:00 AM
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Clarendon College Calendar
Final Exams Spring 8-week
Final Exams Spring 8-week
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May 08
5:00 PM
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Clarendon College Calendar
Cafeteria Closes
Cafeteria Closes for the Spring Semester after Evening Meal
History
Clarendon College is the oldest institution of higher education in the Texas Panhandle, having been established in 1898 by the Methodist Episcopal Church, South. The College was successfully administered by the church through the first quarter of the 20th Century. The original college was moved to Abilene and became McMurry University. The Clarendon Independent School Board purchased the college property and Clarendon College was re-established in 1927 as a non-sectarian junior college. It is maintained, in part, by property taxes in the Clarendon College District (Donley County). The College was recognized by the Texas Education Agency and the Association of Texas Colleges and Universities in 1927. The College separated from the school district and moved to its present location in 1968. Clarendon College now operates from a beautiful 107-acre campus on the west edge of Clarendon. Eight counties comprise the College's service area. Clarendon College is one of the 50 state-assisted community colleges in the Texas system.
Accreditation
Clarendon College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award Associate Degrees. Questions about the accreditation of Clarendon College may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).
Philosophy of Clarendon College
The faculty, Board of Regents, and administrators at Clarendon College are committed to the concept that our College be an open door to learning. With this goal in mind, we extend an educational opportunity to students of all ages who can profit from instruction. Every effort is made to provide equal access to the educational opportunities offered at Clarendon College without regard to age, gender, color, national or ethnic origin, race, religion, creed, and/or disability. In keeping with this philosophy, Clarendon College recognizes and accepts the responsibility for providing curricula for university-bound students, for students seeking career opportunities in a variety of occupations, and for persons of the community seeking cultural enrichment, short-term skill training, or personal improvement opportunities. The College will seek to achieve these goals within the limits of its legal responsibilities and available fiscal resources.
Mission Statement
Clarendon College is a comprehensive community college committed to teaching, learning and providing access to opportunities that assist in the holistic development of its constituents and community.
In pursuit of this mission the College provides academic transfer programs, Career/Technical Education, student services, developmental education programs, continuing education/community service courses through a variety of instructional methodology, including but not limited to: face to face, distance education, and hybrid delivery.
Clarendon College strives to provide diverse cultural enrichment opportunities for our constituents.
Purposes
The purposes of Clarendon College shall be to provide the following:
Technical programs up to two years in length leading to associate degrees or certificates
Occupational programs leading directly to employment in semi-skilled and skilled occupations
Freshman and sophomore courses in arts and sciences; continuing adult education programs for occupational or cultural upgrading
Compensatory education programs designed to fulfill the commitment of an admissions policy allowing the enrollment of disadvantaged students
Continuing program of counseling and guidance designed to assist students in achieving their individual educational goals
Workforce development programs designed to meet local and statewide needs
Adult literacy programs and other basic skills programs
Other purposes as may be prescribed by the Texas Higher Education Coordinating Board or local governing boards, in the best interest of post-secondary education in Texas.
Clarendon College maintains an open admissions policy. We believe that, through this open admissions policy, we can change the lives of all students that walk through our doors. The admissions staff is committed to the concept that our College is to be an open door to learning. With this goal in mind, we extend an educational opportunity to students of all ages who can profit from instruction. Every effort is made to provide equal access to the educational opportunities offered at Clarendon College with regards to age, gender, color, national or ethnic origin, race, religion, creed, and/or disability.
The staff in the Admissions Office are here to help you through the process from applying for admissions all the way through getting enrolled in classes. Our staff can assist you with questions concerning admissions, testing, and registration.
Making a contribution to Clarendon College is simple! Just select one of the following options:
Memorial/ Honorarium Gifts: You can honor someone special or remember a loved one with your contribution. Simply contact us for more information. In addition to your acknowledgement letter, we will also send a letter to the individual or family your gift commemorates if provided with complete contact information.
Scholarships: One of the greatest ways to contribute to Clarendon College is to provide a scholarship for a deserving student. While we strive to maintain low tuition and fees, the majority of our students still require some form of financial assistance in order to afford the cost of attendance. Regardless of the amount of the gift, scholarships can assist our students with purchasing books, paying tuition and much more.
Gifts can be made to support one-time scholarships or our staff can work with donors to establish more permanent scholarship options through our named or endowed scholarship programs. Donors have the flexibility to determine the criteria for each scholarship they generously fund.
Matching Gifts: Many companies offer matching gift programs for their employees. If you were already considering giving to Clarendon College, check with your employer to determine if they will match your donation. Contact your employer’s human resources office about ways to double or even triple the impact of your gift to Clarendon College. Please forward the completed form immediately to allow for timely processing.
ACADEMIC ADVISING
Clarendon College considers academic advising essential to student success. The goal of the advisors is to help students identify their goals, and to help students achieve those goals. As a returning, current, or prospective student, it's important to build a relationship with an academic advisor. An advisor can help you create an academic plan by helping you select appropriate courses and create a class schedule for Fall, Spring, or Summer semesters. An advisor can help you achieve your academic goals.
An advisor can assist you in other ways, as well. They can help you with the following:
Choose the degree, (Associate in Arts or in Science or in Applied Science) or a Certificate offered at Clarendon College that will best meet your goals.
Plan to transfer to another college or university.
Learn about other resources to help achieve your academic goal, such as tutoring or study groups.
Advise on how to raise your GPA if you are on academic probation.
Assist with employment and career choices.
Academic advisors are available to meet with you throughout the year- not just at registration time.
Most importantly, during peak advising times (just before and during registration), if possible, it's best to meet with an advisor in person to review your degree plan and course selection.
If you are an online student and meeting with an advisor is not possible then please e-mail or call your advisor for assistance.
COUNSELING SERVICES
Clarendon College has staff who help students make educational and career decisions, select courses, adjust to college life, understand transfer requirements, improve study skills, and develop personally and socially. Information concerning employment opportunities in various fields is available. For the student who intends to pursue a four-year program, online resources are available. The faculty advisors and the college counselor are available to all students in person as well as via telephone and e-mail. The staff promotes student success with a focus on student retention and completion through academic advisement, placement, career guidance, and follow-up services at Clarendon College. Student success is provided by the advising staff in the following areas:
academic advisement to examine appropriate choices of courses, educational plans, study skills, and transferability of courses
confidential personal counseling to make adjustments and life decisions about personal careers
career assessment
providing strategies to ensure a successful pathway from high school to college and to transfer or career pathways
Note on Counseling: Clarendon College does not offer counseling regarding mental health issues. The College offers the following online resources for students: ULifeline, and Go Ask Alice! (Both links are separate from the Clarendon College website) For more information, contact Janean Reish, via e-mail or by phone at (806) 874-4837.
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Galleries
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Libraries
A Library is a collection of Resources. A Resource is a file with a Title and Description. A Library could be seen as a collection of files made available on a website with a title and description. Library Resources can have an expiration date added which will cause them to no longer appear on the website when the expiration date passes.
Libraries can be added to pages as simple lists of Titles that are download links or as tables with the Title, Description, File Name, and a Download button. Library downloads are tracked and are reported in the Analytics Dashboard.
Blogs
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Calendars
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The RunIT CMS Custom Content Editor produces clean, semantic HTML markup that users can view or edit with the click of a button. This allows for advanced users to embed videos, add custom scripts or styles, and generally take total control of how the HTML is going to look.
Content Blocks
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It is our goal to eliminate duplicate work when it comes to editing web content. That's what Content Blocks are all about. A content block is a piece of formatted content that can be added to pages and updated in one place. Content Blocks are edited with the Custom Content Editors, giving users complete control over the formatting (and advanced users control over the actual HTML). An example of a use case for a Content Block is a navigation sub-menu that exists in a subset of pages. Another example is a YouTube video that needs to be displayed on many pages and is subject to change.
Site Layout
Users have complete control over the way their websites look. Everything contained in the tag is editable using a Custom Content Editor. The system includes several macros for the purpose of adding the site navigation and page content in any place desired. There are also macros to get the site root, the current date/time, and to add CMS tools to the layout.know your purpose.
We take the time to understand who you are as an organization to determine how we can best serve you. Our goal is that the products and services we offer, allow you to thrive in that purpose.
empower your people.
In order for your organization to reach it’s maximum operational potential, you need the right tools. Technology is always changing, and we stay ahead of the curve to empower your people with best products and support to reach your objectives safely and efficiently.
run your business
By implementing best practices and our extensive specialized knowledge, we free you up to focus on what you do best. We eliminate costly, unnecessary distractions and downtime, giving you the predictability and confidence you need to run your business.Clarendon College provides non-credit Continuing Education courses to businesses on a contract basis. CC also offers Continuing Education courses to the public. Accredited by the Southern Association of Colleges and Schools and approved by the Texas Higher Education Coordinating Board, CC awards Continuing Education Units (CEUs). CEUs are awarded by hours of instruction.
Registration
Registration for Continuing Education courses in on-going, continuing until a course is filled or until it begins.
To register by mail, complete the CE form and mail to the Continuing Education clerk, along with a check or money order for the full amount of tuition and fees.
To register in person, stop by the Clarendon College Pampa Center at 1601 W. Kentucky in Pampa, Texas. Normal business hours are Monday through Thursday, 8 a.m. to 4:30 p.m. and Friday 8 a.m. to 4 p.m.
Refunds
Clarendon College Continuing Education Department refund policy is: 100% prior to the weekday before the first class day.
If the class is canceled by Clarendon College, the refund will also be 100%.
Classes that are ONE day long must be dropped before the class starts for any type of refund.
Clarendon College awards a number of academic and general institutional scholarships. To apply for an academic scholarship a student should have a GPA of 3.0 or better (on a 4.0 scale). Interested students should submit a scholarship application accompanied by two letters of reference and a copy of the most recent high school transcript and/ or college transcript. Applications are available through the Office of Financial Aid.
Activity/Departmental Scholarships
Scholarship awards are made by the director of each individual program.
Athletic Scholarships
An athletic scholarship may be awarded to any student-athlete in recognition of his/her athletic ability for the following sports: men’s and women’s basketball, rodeo, ranch horse, men’s baseball, women’s softball, women’s volleyball.
Athletic Grants-in-aid are awarded by head coach of the sport. Initial awards amounts are determined by the head coach but may be limited or reduced due to aid determination. Student athletes must be regularly admitted students and must meet all eligibility and ranking criteria as set forth in the College Catalog. Student athletes must complete a FAFSA or TASFA (if applicable) and have a Student Aid Report on file at the College. All official transcripts must be submitted to Clarendon College before any Title IV aid is awarded.
Judging Scholarships
Clarendon College features livestock, meats and equine judging teams. Scholarships are awarded by the head coach but may be limited or reduced due to aid determinations. Student must be regularly admitted students and must meet all eligibility requirements. A FAFSA or TASFA must be completed and a Student Aid Report must be on file at Clarendon College.
CLARENDON COLLEGE NAMED AND ENDOWED SCHOLARSHIPS
Named and endowed scholarships may be based on academic achievement, need, and/or other requirements as stipulated by the scholarship donor. For more information on the individual scholarships listed below and/or to receive an application, please see the Clarendon College website. CC scholarships and other financial aid will be awarded through the Office of Financial Aid.
The following named or endowed scholarships are available at Clarendon College:
Pat Steinbrugge Memorial Scholarship – Available to two students per semester. Recipients must be a high school graduate with 3.0 GPA on 4.0 scale, must be considered financially needy, reside within 80 miles of Clarendon, and enroll full-time.
Malouf and Iris Abraham Business Scholarship - Available to students attending Clarendon College and majoring in business.
Elba S. Ballew Memorial Scholarship - Awarded to students in the Agriculture Department.
Edith Ballew Memorial Scholarship - Available to students attending Clarendon College who are majoring in Education. Award criteria includes academic excellence and financial need.
Barnes Trust Scholarship - Available to students attending Clarendon College who have been diagnosed with dyslexia.
M. K. Brown Endowed Scholarship - Awarded to Gray County students.
Carson County Waiver for Dual Credit- Open to any student taking dual credit courses at a Carson County high school through Clarendon College.
Dusty E. Burleson Memorial Scholarship - Available to students attending Clarendon College and enrolled in the Ranch and Feedlot Operations Program.
Kirk Robert Burns Endowed Scholarship Fund - To be awarded to a student in the Ranch and Feedlot Operation Program.
Clarendon College General Scholarship Fund - To be awarded to any deserving student in need of financial aid.
Clarendon Outdoor Entertainment Association - Available to a student exhibiting ability, personal character, and financial need.
Cultural Affairs Scholarship - Available to students attending Clarendon College in the Fine Arts Department (Art, Drama, and Music).
Development Endowment Scholarship - Available to all students (in any field of study) attending Clarendon College.
Dr. Charles E. Deyhle, Sr. Scholarship - Available to full-time students attending Clarendon College who have an agriculture background and who have maintained a “B” average in high school. The recipient must also reside in a college residence hall.
Donley County Waiver for Dual Credit– Open to any Donley county resident who is enrolled in dual credit courses. These students will pay for 3 Semester Credit Hours of face to face tuition per semester and Clarendon College will waive any hours greater than that in a semester.
Donley County Tuition Cap– Open to any Donley County resident who is taking courses at Clarendon College. These students will have their tuition capped at 12 semester credit hours per semester. Any hours above 12 will be covered by a waiver.