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Student Achievement Measures

Student Goal 1: Retention and Graduation

Thomas More College annually tracks the retention and graduation rates of students by program and location/modality.

Retention Rates for first time,
full time incoming traditional students 
Goal: minimum target - 65%;
aspirational target - >70% 
Cohort Year Retention Rate
2015 71%
2014 65%
2013 71%

Graduate Rates for first time, full time incoming traditional students Goal: 54%
Cohort Year 4 Year
Graduation Rate
6 Year
Graduation Rate
2010 38% 51%
2009  34% 47%
2008 32% 46%

Graduation Rates for BBA Program Goal: TBD
Cohort Academic Year Location Graduation Rate*
2012-2013 ALL 58%
Blue Ash 59%
Crestview Hills 57%
2013-2014 ALL 55%
Blue Ash 50%
Crestview Hills 59%

Graduation Rates for MBA Program Goal: TBD
Cohort Academic Year Location Graduation Rate*
2012-2013 ALL 87%
Blue Ash 70%
Crestview Hills 91%
2013-2014 ALL 86%
Blue Ash 73%
Crestview Hills 90%

Graduation Rates for MAT Program Goal: TBD
Cohort Academic Year Location Graduation Rate*
2012-2013 Crestview Hills 56%
2013-2014 Crestview Hills 71%

Graduation Rates for MEd Program Goal: TBD
Cohort Academic Year Location Graduation Rate*
2013-2014 Crestview Hills 75%

* Note. Graduation Rates are based on 150% time to completion as follows: Masters Degrees - 3 years; BBA - 3 years

Student Goal 2: Academic Preparedness

Thomas More College measures academic preparedness through internal and external exams.

Internal Speech and Writing Assessment - the internal speech and writing assessments were designed to monitor the core outcome of Effective Written and Oral Communication.  First-Year and senior students are assessed using an eight point scale. Data is provided below for the group means.  The results show that the seniors have improved scores with less variance.

Speech Assessment  Scale: 1 (Beginner) - 8 (Exemplar)
Goal: minimum target for seniors - 5.0
Academic Year First-Year Scores Senior Scores Average change from first-year to senior
2015-2016 Mean - 3.89, SD - 1.40 Mean - 6.42, SD - .77 +1.63
2014 - 2015 Mean - 4.66, SD - 1.40 Mean - 6.34, SD - .80 NA
2013 - 2014 Mean - 4.19, SD - 1.58 Mean - 6.12, SD - .78 NA

Writing Assessment Scale: 1 (Beginner) - 8 (Exemplar)
Goal: minimum target for seniors - 5.0
Academic Year  First-Year Scores Senior Scores Average change from first-year to senior
2015 - 2016 Mean - 4.30, SD - 1.05 Mean - 6.14, SD - .76 +1.11
2014 - 2015 Mean - 4.82, SD - 1.42 Mean - 6.13, SD - .69 NA
2013 - 2014 Mean - 4.69, SD - 1.58 Mean - 5.98, SD - .78 NA

ETS Proficiency Profile, which assesses four core skill areas of critical thinking, reading, writing, and mathematics.  Scores are compared with other schools in the College's Carnegie classification to determine the percentile rank.  Both the average score and percentile rank are increased for seniors.

ETS Proficiency Profile  Goal: Senior average score and percentile rank is improved and at least the the 75th percentile rank
Academic Year First-Year Mean First-Year Percentile Rank Senior Mean Senior Percentile Rank
2015 - 2016 438.83 48th 454.77 90th

2014 - 2015 





2013 - 2014





Many academic majors require external assessments of seniors, primarily through Educational Testing Services’ Major Field Tests or PACAT’s Area Concentration Achievement Tests.  The Nursing and Education Departments use different assessments appropriate to their disciplines.  The chart below shows the percentile rank of each graduating class.  These results are analyzed, including specific targets and goals to improve, in academic departments.

Major Field Test Results
Department Assessment 2014 - 2015  2015 - 2016
Accountancy  ETS Exam 98th percentile 36th percentile
Biology  ETS Exam 87th percentile 78th percentile
MBA - Crestview Hills Peregrine Exam NA Students scored in the average range
MBA - Blue Ash Peregrine Exam NA Students scored in the average range
MBA - Online Peregrine Exam NA Students scored in the average range
BA in Business Peregrine Exam NA Students scored in the above average range
BBA Peregrine Exam NA Students scored in the average range
Chemistry  ETS Exam 26th percentile 97th percentile
Criminal Justice ETS Exam 29th percentile 78th percentile
Education  PLT (Principles of Learning and Teaching) and Praxis II Subject Assessments (used for teaching certification) 100% pass rate 100% pass rate
English  ETS Exam 60th percentile 26th percentile
Environmental Science     ETS Exam 12th percentile 10th percentile
History ACAT Exam 71st percentile 83rd percentile
Mathematics ETS Exam NA 83rd percentile
Nursing  NCLEX exam (National Council Licensure Examination for licensing of nurses) 100% pass rate 100% pass rate
Physics ETS Exam 15th percentile 9th percentile
Political Science ETS Exam 62nd percentile 92nd percentile
Psychology ACAT Exam 82nd percentile 46th percentile
Sociology ETS Exam 78th percentile 81st percentile

Student Goal 3: Engagement

According to the literature regarding student success in traditional programs, student engagement is an important predictor of both academic achievement and cognitive development. It also helps students examine the meaning of life, their place in the world, and their responsibility to others. Thomas More College tracks student engagement for all undergraduate traditional students in multiple ways. First, involvement in athletic programs and student clubs and organizations is tracked internally. Second, data is gathered from National Survey of Student Engagement (NSSE), specifically the number of students participating in high-impact practices, which includes service learning, research with faculty, internships, study abroad, or a culminating senior experience.

Athletic Programs Goal: 600
2015 - 2016 415 
2014 - 2015 410 

Students Clubs and Organizations Goal: 50% traditional, full-time students
2015 - 2016  272 students (26%)

Percentage of Students Participating in High Impact Practices Goal: 100% 
2015-2016 96%
2014 - 2015 92%
2013 - 2014 93%

Student Goal 4: Postgraduate Employment and Graduate Programs

Thomas More College tracks graduate activities immediately following graduation in accordance with the Higher Education Opportunity Act.  Students are surveyed and contacted by the Thomas More College Success Center within six months of graduation.  The College tracks both the knowledge rate (percentage of students for which we have information) and the career outcome rate (percentage employed, continuing education, in the US Armed Forces, or in a volunteer program) within six months of graduation. Current career outcome rates are included with our Job Placement and Graduate Programs information.

Occasionally, the College obtains additional information regarding how our graduates are doing.  Although the College does not consistently monitor such information, it is reviewed and discussed when the information is published.  For example, Payscale College ROI reports have listed Thomas More College as the top school in Kentucky for best value four years in a row, 2015 - 2018 (see College ROI Report online).  In addition, the Center on Education and the Workforce at Georgetown University published a report based on the College Scorecard data.  In the 2015 report, Ranking Your College: Where You Go and What You Make, Thomas More College ranked fourth from among Kentucky colleges for highest earnings (full report is online).

Student Goal 5: Experiential Learning

Providing students with opportunities for experiential learning in order to connect classroom content to the world is vital for delivering a comprehensive liberal arts learning experience, as well as allowing students the opportunity to examine their place in the world and responsibilities to others. Therefore, as of fall 2014 all students new to Thomas More College must complete at least one credit hour of experiential learning. Experiential learning is tracked by the registrar. Because this is now a degree requirement for all traditional undergraduate students it is expected that 100% of all traditional undergraduate students in both traditional and on-line programs will achieve this goal.   Because TAP students and master’s level students typically already have or have had full time employment this is not a requirement for students in those programs. Experiential learning metrics based on Kolb’s theory of experiential learning are being developed for this new goal. These metrics will be tracked in the TSC and through the IAC.  Targets will be established and linked within the 2020 Strategic Plan.