Student Achievement Information

LaGrange College identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to its mission, the nature of the students it serves, and the kinds of programs offered.  The college has identified multiple measures for student achievement that are tracked in four primary categories: 

1. Academic Knowledge and Skills
2. Academic Progress
3. Student Experience with High-Impact Practices
4. Post-College Success

Appropriate thresholds and goals have been set for each measure and are given below, along with a rationale for thresholds.  In most cases, the goals come from the college’s current strategic plan. Goals that are program specific came from the program itself.

The college evaluates each measure on an annual basis and publishes the results on a student achievement website. Each category may be viewed by clicking on the appropriate link. The measures are representative of the nature of the students it serves, and the programs it offers. The types of students served include those in on-campus undergraduate and graduate programs, one fully online major program at the undergraduate level, one fully online major program at the graduate level, hybrid major programs in education at the graduate level (with mostly synchronous classes), and dual-enrollment students.

Each measure of student achievement is also appropriate to the college’s mission as will be described in context with each measure given below.

The mission statement, as found in the LaGrange College Bulletin and on the LaGrange College website, is as follows:

We challenge the minds and inspire the souls of our students, preparing them to become successful, responsible citizens who pursue lives of integrity, service, and lifelong learning.

1. Academic Knowledge and Skills – The achievement of academic knowledge and skills, as seen below, helps the institution determine the level to which it measures its ability to “challenge the mind,” which is an important part of the institution’s mission.

a.  Collegiate Learning Assessment (CLA ) (for all graduating seniors): 

The threshold will describe the goal set for LaGrange College students. In the table that follows, the first column contains the year of the graduating class. In the second column, the Performance Task Mean Score for LaGrange College seniors is given and in the final column, the threshold is given.

Threshold:  To achieve or exceed the mean Performance Task score of all US test takers.

CLA Goal: The target goal is for a mean score of 1150.

CLA Performance Task Results 

Source:  Collegiate Learning Assessment Results

According to the CLA company, a CLA Performance Task presents a real-world situation in which an issue, problem, or conflict is identified. Students are asked to assume a relevant role to address the issue, suggest a solution, or recommend a course of action based on the information provided in the Document Library. Subscores of the Performance Task measure three important skills: analytical problem-solving, writing effectiveness, and writing mechanics.

The threshold is reasonable because it is based on the mean of all US institutions who take the CLA+. Based on statistics comparing important characteristics of colleges and universities across the nation with those of CLA+ schools, CLA+ schools are fairly representative of four-year, not-for-profit institutions nationwide. LaGrange College’s general education committee, the Ethos Committee, set the threshold and consider ways to improve the basic skills tested.

Over the past four time periods, the Performance Task Mean score, based on three-year averages, has ranged from a low of 1045 to a high of 1124. The LaGrange College senior mean scores have been consistent across the years 2023 – 2025, but then increased by 79 points from 2025 to 2026. The threshold has been reached for one of the past four years, but the goal has not been reached for any of the four years.

In order to help students improve in the important skills tested on the Performance Task, some departments and programs have created course-related assignments that cover those skills that are assessed on the Performance Task. Major program faculty are given subscore results for their graduating seniors so that weak and strong areas may be identified as related to other graduating seniors outside the program. Also, some programs have chosen to use the performance task subscores when assessing their student learning outcomes related to communication.

2. Licensure Tests:

The programs in Education (undergraduate and graduate students), Nursing (undergraduate students in on-campus and online programs), and Counseling (graduate students in on-campus and online programs) have licensure tests or National major-related tests, all of which are used to measure the academic achievement of students.

Nursing: Below, the threshold can be found that will describe the goal set for LaGrange College nursing students. In the table that follows, the first column gives the most recent four calendar years that will be used for the pass rates. In the second column, the pass rate for LaGrange College nursing seniors is given and in the final column, the threshold is given.

Nursing Threshold: NCLEX pass rates will be at or above the suggested Accreditation Commission Education for Nursing (ACEN) standard of 80%.

Nursing Goal: NCLEX pass rates will be at or above 90%.

NCLEX Pass Rates for LC Nursing Graduates

Because this threshold is based on ACEN standards, it is a reasonable one.

LaGrange College’s pass rates, from 2020 – 21 through 2023 - 24, have ranged from a low of 54% to 95%, and nursing students have met the threshold indicated for one out of the past four years. Although last year’s pass rate is lower than the previous two years, it should be noted that the overall NCLEX-RN pass rate for 2025 was 69.1%, marking the first decline since the exam’s redesign in April 2023.

The program's faculty members are provided with reports from companies, such as Mountain Measurement and Assessment Technologies Institute, during and after program completion in order to pinpoint potential areas of weakness and concentrate their efforts accordingly. The reports also equip faculty members with valuable insights, enabling them to determine when targeted remediation assignments are needed.

Education: Below, the threshold and goal can be found that will describe the targets set for LaGrange College education students. In the tables that follow each threshold and goal, the results of each are given by degree name, where EE = Elementary Education, MAT = Master of Arts in Teaching, EdS = Education Specialist, and MED = Master of Education in Curriculum & Instruction.

Education Threshold 1:  At least eighty percent of EE program completers will pass external state assessments (GACE).

Education Goal 1: The GACE mean of EE program completers will exceed the state mean. 

EE External Assessments – Pass Rates

For the past four years, 100% of EE program completers passed the GACE exam and the cohort mean exceeded the state mean. Therefore, the threshold and goal were met.  The education department proactively determines the students who will or will not be successful on the external content assessments by giving similar internal content diagnostics beforehand. For those students who are not successful on the first attempt at a diagnostic (70% or better), students are advised regarding areas for improvement and are successful on the second attempt.  The reasonable threshold and goal were set by education faculty with the passing score being set by the state of Georgia. The results of these external state assessments are reviewed on an annual basis and if improvement is needed in any area, departmental faculty will act accordingly.

Education Threshold 2:  At least eighty percent of MAT program completers will pass external state assessments (GACE).

Education Goal 2: For MAT program completers, the education goal is for 85% of candidates to pass the GACE at the professional level (score of 250 or better).

MAT External Assessments – Pass Rates

For the past three years, the percentage of program completers passing the GACE ranged from 82–100%, which means that the threshold was met. For the MAT educational goal, the percentage passing at the professional level has not met the goal of 85%. The reasonable threshold and goal were set by education faculty with the passing score being set by the state of Georgia. Note that program candidates are eligible to take the GACE prior to program entry. While this MAT pedagogy-only program is designed for candidates who have the foundational knowledge in their content areas, education faculty design methods courses for the various content areas to strengthen this knowledge base. When there are indications that candidates are struggling, faculty develop a Professional Development Plan to assist candidates with remediation.  The results of these external state assessments are reviewed on an annual basis and if improvement is needed in any area, departmental faculty act accordingly.

Education Threshold 3: At least eighty percent of MED, EDS, and Educational Leadership TIER 1 program completers will pass all external state assessments.

Education Goal 3: The GACE mean of MED, EDS, and Educational Leadership TIER 1 program completers will exceed the state mean.

MED External Assessments – Pass Rates

MED pass rates for the GACE exam have been at least 80% for the four of the past four years. Therefore, the threshold was met by MED students for four of the past five years.  In addition, the MED cohort’s average for three of the past five years has been at or above the state mean. Therefore, the goal was met for those two years.  The education department proactively determines the students who will or will not be successful on the external assessments by giving similar internal key assessments beforehand. For those students who are not successful (70% or better) on the first attempt at a key assessment, students are advised regarding areas for improvement and are successful on the second attempt.  The reasonable MED threshold and goal were set by education faculty with the passing score being set by the state of Georgia. The results of these external state assessments are reviewed on an annual basis and if improvement is needed in any area, departmental faculty act accordingly.

EDS External Assessments – Pass Rates

For the EDS GACE exam, the cohort pass rates have been 100% for four of the past five years and 70% for one year. Therefore, this threshold was met by EDS students for four of the past five years.  The EDS cohort’s average for two of the past five years has been above the state mean. Therefore, the goal has been met for two of the past five years.  The education department proactively determines the students who will or will not be successful on the external assessments by giving similar internal assessments beforehand. For those students who are not successful (70% or better) on the first attempt at a key assessment, students are advised regarding areas for improvement and are successful on the second attempt.  The reasonable EDS threshold and goal were set by education faculty with the passing score being set by the state of Georgia. The results of these external state assessments are reviewed on an annual basis and if improvement is needed in any area, departmental faculty act accordingly.

Educational Leadership TIER 1 – Pass Rates

For the Educational Leadership TIER 1 GACE assessment, the cohort pass rates have ranged from 75% to 100% for the past five years. The threshold was met by four of the past five cohorts of Tier 1 students.  The TIER 1 cohort’s mean for two of the past five years has been above the state mean. Therefore, the goal has been met for two of the past five years.  The education department proactively determines the students who will or will not be successful on the external assessments by giving similar internal key assessments beforehand. For those students who are not successful (70% or better) on the first attempt at a key assessment, students are advised regarding areas for improvement and are successful on the second attempt.  This new program has only had five groups of completers thus far. This reasonable TIER 1 threshold and goal were set by education faculty with the passing score being set by the state of Georgia. The results of these external state assessments are reviewed on an annual basis and if improvement is needed in any area, departmental faculty act accordingly.

Counseling: Below, the threshold can be found that will describe the goal set for LaGrange College counseling students taking the Counselor Preparation Comprehensive Exam (CPCE). In the table that follows, each year’s results are given. The third column gives the threshold for the attempt.

Counseling Threshold: At least eighty percent of students taking the (CPCE) will pass on the first attempt.

Counseling Goal: 100% of students taking the CPCE will pass on the first attempt.

Counseling Graduates CPCE Results

During the final semester of enrollment in the Clinical Mental Health Counseling Program, students are required to take the CPCE, which is a standardized exam distributed by the Center for Credentialing and Education. The CPCE has 8 sections based on the Council for Accreditation of Counseling and Related Educational Programs (CACREP) foundational areas. Those areas are broken down by score. The CMHC program assesses each area as part of the program evaluation process.

The passing rate has ranged from 84% to 100% over the past five years, so the threshold has been met each year. For three of the past five years, the goal has been met as well.

The threshold is reasonable because it is based on CACREP standards. A student who is unable to pass the CPCE for a second time will be required to do a comprehensive portfolio that includes required documents decided upon by program faculty. The students’ attempts will be read and evaluated by a minimum of three college faculty members using a rubric as a guide. Students must receive a passing evaluation by at least two of the three faculty members to be approved for graduation.

In addition, to support students in the 100% digitally delivered pathway, all synchronous classes will require that all students attending classes via Teams have the camera on and in a place where they are eager and able to learn with little distractions. This will ensure increased focus and class engagement and lead to greater CPCE pass rates.

2. Student Academic Progress – The achievement of academic progress, as seen below, is important to LaGrange College. As stated in the mission statement, the College “prepares students to become successful, responsible citizens who pursue lives of integrity, service, and lifelong learning.” Therefore, the goal is for all undergraduate students to persist from year to year and to graduate within six years. The goal for all graduate students is to make satisfactory progress towards graduation.

1. Six-year Undergraduate Graduation Rate - using National Clearinghouse (NCH) graduation rates:

Below, the threshold can be found that will describe the goal set for LaGrange College students. In the table that follows, the first column contains three calendar years that correspond to the fall cohorts (first-time, full-time) for those years. In the second column, the average NCH graduation rate for the three cohort years is given and in the final column, the threshold is given.

Threshold: To equal or exceed the 2009 six-year graduation rate of the peer group of institutions.

Strategic Goal for Strong Performance: To equal or exceed a six-year graduation rate of 70%.

Six-Year Graduation Rate

Source:  National Clearinghouse and SACSCOC Research Data

The threshold is reasonable because the peer group used in the comparison is a comprehensive group to which LaGrange College belongs. According to SACSCOC research, the National Clearinghouse six-year graduation rate for the 2009 LaGrange College Cohort’s peer comparison group, made up of other independent colleges in Georgia, had a six-year graduation rate of 60.1%. Using NCH’s Degree Verify service, the three-year mean six-year rates for LaGrange College for 2012 – 2019 can be seen in the chart above.

Over the past four years, the LaGrange College three-year mean 6-year graduation rate has ranged from a low of 67% to a high of 70%. All of these are higher than the peer group’s 2009 six-year rate of 60%. Therefore, the threshold has been met. However, the Strategic Plan’s Strong Performance of 70% has only been reached once during any of the three-year periods.

To help improve graduation rates and retention rates from LaGrange College, the College has adopted several strategies, which include items such as the following:

1. Panther Academic Center for Excellence (PACE) – The Panther Academic Center for Excellence (PACE) is dedicated to supporting the mission of LaGrange College by offering to all enrolled students collaborative, academic support services aimed at promoting academic success, student retention and degree completion. PACE seeks to empower students using transformational strategies that enhance learning and strengthen academic persistence. Services offered by PACE include academic coaching, accessibility services, supplemental instruction, and testing services.

2. J1 Retention System – This system is designed to help alert appropriate individuals at the College when students demonstrate a need for intervention. The intervention needed depends on the type of data that gets entered into the system (academic, behavior, etc.).

3. Advising Dean System – Two advising deans serve the undergraduate body as secondary advisors. Advising deans triage concerns that students express, directing them to appropriate campus resources; serve as academic coaches to students who may need additional help; advocate for students as needed; and serve as a neutral sounding board for students who may approach them with a variety of concerns. In this capacity, advising deans get to know students well, working repeatedly with students over the course of their undergraduate careers at the institution. This consistent interaction with a single individual, coupled with the longevity of the relationships, aids in creating trust and development of a true mentoring relationship between advising deans and students.

4. First-Year Experience (FYE) – All freshmen take a First-Year Experience Seminar courses, Ethos 1101. This course is designed to help students manage the complex personal, professional, and academic aspects of becoming responsible for their own college education.

5. New Pedagogical Teaching Methods – New teaching methods are being conducted for freshmen-level mathematics, English, and biology courses. Methods such as supplemental instruction, flipped classes, and co-requisite courses are a few examples.

2. Undergraduate Retention Rates:

Below, the threshold can be found that will describe the goal set for LaGrange College students. In the table that follows, the first column contains three calendar years that correspond to the fall cohorts (first-time, first-year, full-time) for those years. In the second column, the average retention rate for the three cohort years is given and in the final column, the threshold is given.

Threshold: To equal to or exceed the retention rate of the peer group of institutions.

Strategic Goal: The target goal in the Strategic Plan is for a retention rate of 72% by 2028.

LaGrange College First-Year Retention Rate

Source: IPEDS Data Center

The threshold is reasonable because the group used in the comparison is the college’s Integrated Postsecondary Educational Data System (IPEDS) peer group. This group contains private institutions in the southeast with a similar mission, enrollment size, and religious affiliation.

Over the past four years, the LaGrange College mean retention rate has had a three-year average from a low of 60% to a high of 63%. For the peer group three-year averages that are available, the LaGrange College rate is the same or below the peer group mean by two to three percentage points. Therefore, the threshold has been met for one of the three 3-year comparisons.

In order to help with graduation rates and retention rates from LaGrange College, the College has adopted several strategies. These initiatives are described above in the section on graduation rates and include PACE, the J1 Retention System, the Advising Dean system, First-Year Experience, and new pedagogical teaching methods.

3. Graduate Program Satisfactory Grade Progress Rate: Below, the threshold can be found that will describe the goal set for LaGrange College graduate students. In the table that follows, the first column contains five calendar years. Because many cohorts begin in the summer, the academic year given is from summer through spring. In the second through third columns, the percent of “B or higher” grades are given for each program. In the final column, the threshold is given.

Threshold: Each academic year, 80% of earned grades in each program will be a B or higher.

Strategic Plan Goal: Each academic year, 95% of earned grades in each program will be a B or higher.

Satisfactory Progress for LC Graduate Programs

The threshold has been met over the past five academic years. The threshold is reasonable because of the academic requirement for graduation. A graduate student must have at least 3.0 in order to graduate, which is equivalent to a B or higher letter grade. The goal has been met by the Counseling program for all years, but not by the programs in Education except for the Master’s in Higher Education for one year.

The grade distribution will be reviewed on an annual basis and if improvement is needed in any area, departmental faculty will act accordingly.

3. Graduating Senior Experiences with High Impact Practices (HIPs) – LaGrange College believes that each student should have the opportunity to engage in high-impact practices. Research shows that there are positive effects on a student’s learning when the student participates in these types of activities. Research also shows that participation in these activities can be life changing. Participation rates, as seen below, help the institution meet its mission of “preparing them to become successful, responsible citizens.”

Below, two thresholds can be found that will describe the goals set for LaGrange College graduating senior students. In the tables that follow, the first column corresponds to the calendar year of the graduating class. In the second column, the rate for LaGrange College seniors is given and in the third through fifth columns, peer comparison rates are given upon which the threshold is set. For official definitions of the particular High Impact Practices, go to https://nsse.indiana.edu/nsse/survey-instruments/high-impact-practices.html.

The threshold set for each item below is reasonable because it represents the rates from well thought out peer groups. Two of the peer comparison groups are ones to which LaGrange College belongs and includes Southeast Private and Methodist institutions. The third comparison group is one that includes our biggest competitors in terms of admission. This third group includes Surrounding Public institutions in Georgia or in surrounding states.

1. Rate of Participation in at Least Two HIPS (comparative):

Threshold: To equal or exceed the rate of peer institutions for “participation in at least two High Impact Practices.” High Impact Practices include Community Service, Internship or Field Experience, Study Abroad, Learning Community, Research with a Faculty Member, and Culminating Senior Experience.

Strategic Plan Goal: 100%

Participation Rate in at Least Two HIPs

Source: NSSE Data

For all the years shown above, the participation rates for LaGrange College seniors have always been comparable or have exceeded the rate of the peer comparison groups. It should also be noted that the rate for LaGrange College seniors has been significantly above at least one peer comparison groups for all the years shown. Therefore, the threshold set has been met. The goal has not been met at this point.

As a part of the strategic plan of the college, HIP opportunities are being identified in the Ethos (general education) curriculum. HIP tracking in the new student database is being set up in order to identify courses containing HIPs. The new database can also be used to identify the number of HIPs experienced by each student.

More will be said about initiatives designed to increase this rate of participation and to enhance the quality of the HIPs below in part b.

2. Rate of Participation in Three Specific HIPS (comparative):

Threshold: To equal or exceed the rate of peer institutions for three High Impact Practice (HIP) Areas – Service Learning, Internship/Field Experience, and Study Abroad. The participation rate reflects those who have completed or experienced the HIP.

Strategic Goal for Service Learning: 90%

Strategic Goal for Internship: 75%

Strategic Goal for Study Abroad: 70%

Service Learning

Source: NSSE Data

For all the years shown above, the participation rates for LaGrange College seniors have been comparable or significantly above all peer comparison groups. Therefore, the threshold set has been met.

It should be noted that this question on NSSE centers around Service Learning in courses. LaGrange College is dedicated to continuing the high participation rates in Service Learning by continuing to offer courses where service is a key component. In addition to service learning in courses, the College also provides opportunities for students to serve outside the classroom. Examples would include Service Saturdays and service opportunities offered through Greek Life as well as by Non-Greek Student Organizations.

Internship/Field Experience

Source: NSSE Data

For all the years shown above, the participation rates for LaGrange College seniors have been comparable or significantly above all peer comparison groups. Therefore, the threshold set has been met.

The strategic initiative for the LaGrange College Center for Leadership and Career Development focuses on proactively identifying potential partner organizations for internships, which are essential for the professional growth of LaGrange College students. Students are informed about internship opportunities through various channels, including virtual platforms, social media, collective class visits, an online newsletter, and multifarious campus visits from organizations. As a result, interns have taken positions in various fields with agencies such as Long & Long CPA, PC, Harmony House, Kia Motors, Abbott & Associates, LLC, JK Boatwright Co., Eagles Nest Inc., Holmes Pharmacy, Emory Sports Medicine Center, Benchmark Physical Therapy, Troup County School System, among other organizations to expand their professional expertise.

Additionally, an Internship Consultation and Review Committee is in place to evaluate the current internship process, develop an automated workflow for internship approvals, and finalize an updated Internship Manual.

Study Abroad

Source: NSSE Data

For two of the past five years, the participation rate for LaGrange College seniors has been significantly below two peer comparison groups in 2023 and 2024, and below one in 2022 and 2025. Therefore, the threshold set has not been met for any of the years.

Due to COVID-19, the college experienced a lull in group-led study abroad opportunities but did continue to assist students who wanted to explore individual study abroad opportunities. The Office of Global Engagement supports students who wish to explore these options and assists in seeking financial support for each student. For example, during the 2024 – 25 academic year, one of LaGrange’s Musical Theatre majors was able to attend the Institut de Langue et de Culture Françaises in Paris, France, where she took courses in ballet, singing, and French.

LaGrange College strives to increase study-away participation by expanding efforts to diversify study abroad opportunities to create greater interest and inclusivity for all students. As an example, for the faculty-led program, a new model of embedding study away within semester courses is currently being offered. This model will allow the college to provide programs at a lower cost helping more students to realize their ability to study away. COIL (Collaborative Online International Learning) opportunities are also being discussed with our exchange partners as a way to expand student/faculty exchanges and create another inexpensive way for students to connect and engage with other cultures. To help students afford to study abroad, the new need-based Smith Travel Grant of up to $2500 is being awarded to qualifying students who wish to study away. Several faculty-led study abroad opportunities were offered over the past three years to locations such as Greece, Ireland, New York City, Italy, England, and Scotland. The Office of Global Engagement is also available to assist faculty and students who wish to explore other group or individual study abroad opportunities.

4. Post-LaGrange College Student Success – As indicated in the mission statement, LaGrange College believes in “preparing students to become successful . . . citizens . . .” If a graduate is actively seeking employment or applying to graduate school, then that preparation should result in employment or in the ability for the graduate to continue their education.

The thresholds set below are reasonable because the peer group used in the comparison is a comprehensive group to which LaGrange College belongs. The peer group used is Private Baccalaureate Institutions who participated in the First Destinations Survey conducted by the National Association for Colleges and Employers (NACE). The information below gives the most recent data for which peer group information is known.

1. Job placement rates (for undergraduate students).

Threshold: To equal or exceed the full-time employment rate of peer institutions within six months of graduation.

Strategic Goal for Strong Performance: 75%

In the table below, the first column represents the year for each graduating class, the second and third columns give the percent of each class that were employed full-time (second column) and the percent of each class that were employed full-time or part-time (third column). Column four gives the threshold for this metric.

Job Placement Rates

Source: Career Center Data and NACE Survey

The threshold has been met every year for which comparison data is available, although the goal has not. The Center for Leadership and Career Development at LaGrange College aims to expand its network of connections and build community partnerships. This effort focuses on strengthening collaborations with local businesses and organizations to support the success of LaGrange College students.

The Center for Leadership and Career Development is actively engaged with the Troup County Chamber of Commerce to enhance access to community services for students. Additionally, the Center for Leadership and Career Development has partnered with Handshake, a social network designed to help students find jobs and internships. This partnership aims to support LaGrange College students and alumni in advancing to the next stage of their careers.

2. Graduate school rates (for undergraduate students)

Threshold: The percentage of each graduating class who are pursuing graduate school to be equal or exceed the continuing education rate of peer institutions within six months of graduation.

Strategic Goal for Strong Performance: 25%

In the table below, the first column represents the year for each graduating class, and the second column gives the percentage of each class that were pursuing graduate school. Column three gives the threshold for this metric.

Graduate School Rates

Source: Career Center Data and NACE Survey

The threshold has only been met one of the years for which comparison data is available, and the goal has been met for one of the years. The Center for Leadership and Career Development effectively organizes weekly campus visits from various graduate programs, providing students with opportunities to explore and gain insights from field experts. Additionally, the CLCD is committed to hosting graduate school fairs that assist students in planning their educational futures after graduating from LaGrange College.

As can be seen above, LaGrange College identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to its mission, the nature of the students it serves, and the kinds of programs offered. Multiple measures with appropriate thresholds have been set for each measure in the areas of (1) Academic Knowledge and Skills, (2) Academic Progress, (3) Student Experience with High-Impact Practices, and (4) Post-College Success.