LaGrange College has identified multiple measures for student achievement that are tracked in four primary categories:
- Academic Knowledge and Skills
- Academic Progress
- Student Experience with High-Impact Practices
- Post-College Success
Appropriate thresholds have been set for each measure and will be given below.
The College evaluates each measure on an annual basis and publishes the results. The measures are representative of the nature of the students served, and the programs offered. The types of students served include those in on-campus undergraduate and graduate programs, those in one fully online program at the graduate level, one hybrid program at the graduate level, three fully online major programs at the undergraduate level, and those students enrolled as dual enrollment students. However, it should be noted that the fully online graduate and hybrid graduate programs are being phased out this academic year.
In addition to traditional undergraduate and graduate programs, LaGrange College offers three fully online undergraduate major programs, which includes a Registered Nurse to Bachelor of Science in Nursing (RN – BSN), a B.A. in Sociology, and a Bachelor of Business Administration (with a concentration in Professional Selling). LaGrange College also offers one fully online graduate program, which is the M.A. in Strength and Conditioning.
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 abbreviated version of LaGrange College’s mission statement, as found on the LaGrange College website is as follows:
LaGrange College challenges the minds and inspires the souls of its students. Founded in 1831 and committed to its relationship with the United Methodist Church and its Wesleyan and liberal arts traditions, the college supports students in their search for truth. An ethical and caring community that values excellence, service, civility, diversity and inclusion, LaGrange College prepares students to become successful, responsible citizens who aspire to lives of integrity and moral courage.
The full LaGrange College mission statement may be found in the LaGrange College Bulletin.
- 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.
- Collegiate Learning Assessment (CLA+) (for all graduating seniors in online and on campus programs):
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 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 institutions taking the CLA+, based on three-year averages.
CLA+ Performance Task Results
Graduation Class Calendar Year Performance Task Mean Score for LaGrange College Seniors Threshold: Mean Score of All CLA+ Institutions 2015 - 2017 1070 1117 2016 - 2018 1062 1117 2017 - 2019 1058 1117 2018 - 2020 1050 1107 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 represents the mean score of all CLA+ institutions across the United States. Over 85% of those institutions are those whose highest degree is a master’s degree, which is also the highest degree that LaGrange College offers.
Over the past four years, the Performance Task Mean score, based on three-year averages, has ranged from a low of 1050 to a high of 1079. Therefore, LaGrange College senior mean scores have been consistent across the years. Although the threshold has not been reached or exceeded within that time period, the College seniors have scored at the “Near Expected” level, according to CLA+ institutional reports.
In order to help students improve in the important skills tested in the Performance Task, many departments and programs have created course-related Performance Tasks for students as a part of a major course or as a part of general education courses.
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Licensure Tests:
The programs in Education (undergraduate and graduate students), Nursing (undergraduate students in on-campus and online programs), Counseling (graduate on-campus program), and Exercise Science (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.
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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%.
NCLEX Pass Rates for LC Nursing Graduates
Calendar Years Pass Rate, Three-year Average Threshold: National Pass Rate, Three-year Average 2016 - 2017 96% 80% 2017 - 2018 90% 80% 2018 - 2019 90% 80% 2019 - 2020 84% 80% Because this threshold is based on ACEN standards, it is a reasonable one.
LaGrange College’s pass rates, from 2017 – 2020, have ranged from a low of 84% to 96%, which means that LaGrange College nursing students are meeting the threshold indicated.
The Department of Nursing receives detailed reports from the National Council of State Boards of Nursing each fall, which allows faculty members in the department to determine weaknesses and also allows a comparison to prior classes. Faculty review the reports in order to determine if curricular changes are needed. For example, for the 2020 – 21 academic year, a new Assessment Technologies Institute (ATI) preparation plan for NCLEX is being used. The department is also requesting data from an ATI consultant for better tracking of student progression throughout program. Finally, the department continues to provide NCLEX-preparation assignments throughout curriculum.
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Education: Below, two thresholds can be found that will describe the goals set for LaGrange College education students. In the tables that follow each threshold, the results of each is given by degree name, where ECE = Early Childhood Education, MAT = Master of Arts in Teaching, EdS = Education Specialist, and MED = Master of Education in Curriculum & Instruction. It should be noted that the College offers the EdS in Teacher Leadership and the EdS in Curriculum & Instruction.
Education Threshold 1: At least eighty percent of ECE and MAT program completers will pass all three external state assessments (Ethics, GACE and edTPA).
ECE External Assessments – Pass Rates
Graduating Class Pass Rate (Ethics) Pass Rate (GACE) Pass Rate (edTPA) Threshold for each state assessment 2016 – 17 (n = 9) 100% 100% 100% 80% 2017 – 18 (n = 7) 100% 100% 100% 80% 2018 – 19 (n = 5) 100% 100% 100% 80% 2019 – 20 (n = 6) 100% 100% 100% 80%
MAT External Assessments – Pass Rates
Graduating Class Pass Rate (Ethics) Pass Rate (GACE) Pass Rate (edTPA) Threshold for each state assessment 2015 – 16 (n = 14) 100% 93% 100% 80% 2016 – 17 (n = 10) 100% 90% 100% 80% 2017 – 18 (n = 10) 100% 100% 100% 80% 2019 – 20 (n = 9) 100% 100% 100% 80% For the past four years, in all three external state assessments, ECE and MAT program completers had 100% pass rates in the Ethics and edTPA assessments. Both groups also had 100% pass rates on the GACE, with one exception for the first two graduating classes, as shown above. For those two years, one student per year did not pass all required GACE tests on the first attempt.
The lowest pass rate for any of these assessments is 90%. Therefore, this threshold was met.
This reasonable threshold of 80% was 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 MED, EDS, and Educational Leadership TIER 1 program completers will pass all external state assessments.
MED External Assessments – Pass Rates
Graduating Class Pass Rate Threshold 2016 – 17 (n = 15) 93% 80% 2017 – 18 (n = 12) 92% 80% 2018 – 19 (n = 18) 94% 80% 2019 – 20 (n = 6) 100% 80% MED pass rates for the GACE have been at least 92% for the past four years. In addition, the College’s cohort average for all four years has been at or above the qualifying score. Therefore, this threshold was met by MED students.
This reasonable MED threshold of 80% was 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.
EDS External Assessments – Pass Rates
Graduating Class Pass Rate Threshold 2017 – 18 (n = 12) 100% 80% 2018 – 19 (n = 8) 100% 80% 2019 – 20 (n = 5) 100% 80% For the EDS GACE exam, the cohort pass rates have been 100% for the past three years. In addition, the College’s cohort average for all three years has been at or above the qualifying score. Therefore, this threshold was met by EDS students.
This reasonable EDS threshold of 80% was 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.
Educational Leadership TIER 1 – Pass Rates
Completing Class Pass Rate Threshold 2018 - 19 (n = 18) 100% 80% 2019 - 20 (n = 13) 100% 80%
This new program has only had two groups of completers thus far. This reasonable TIER 1 threshold of 80% was 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.
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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 second attempt.
Counseling Threshold: Eighty percent of students taking the (CPCE) will pass by the second attempt.
Counseling Graduates CPCE Results
Testing Year Passing Rate Threshold for 2nd Attempt 2019 (n = 13) 85% 80% 2020 (n = 10) 100% 80% 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.
This threshold is reasonable because it is based on the national CPCE mean. 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.
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Exercise Science: Below, the threshold can be found that will describe the goals set for LaGrange College Exercise Science students, including the undergraduate program in Exercise Science and the two graduate programs in Strength and Conditioning (on campus and online). It should be noted that the two graduate programs are being phased out and the most recent data for those programs occurred in the 2018 – 19 academic year, as shown below. In the tables that follows each threshold, results are given for the most recent two years. The second and third columns give the LC pass rate and the threshold desired.
Exercise Science Threshold 1: Before graduation, 100% of Strength and Conditioning graduate students who take the Certified Strength and Conditioning Specialist (CSCS) test will score at least 70% on the test.
Strength and Conditioning CSCS Results (On Campus and Online Graduate Programs)
Testing Cohort Percent Pass Rate of at least 70% on CSCS test Threshold 2016 - 17 100% 100% 2017 - 18 100% 100% 2018 - 19 100% 100% This goal is reasonable because it is set due to industry standards. The CSCS exam is developed by the National Strength and Conditioning Association (NSCA) and is the entry level certification required for strength and conditioning professionals by the NCAA and other governing athletic bodies. This threshold has been met for the past three years. The results of this assessment were reviewed on an annual basis and if improvement was needed in any area, departmental faculty acted accordingly.
Exercise Science Threshold 2: Before graduation, 100% of Exercise Science undergraduate students taking the in-house criterion-referenced comprehensive exit exam will pass the exam by the second attempt. (Sections on the in-house exam cover applied anatomy, exercise physiology, exercise testing and prescription, exercise and sports nutrition, motor behavior, and research.)
Testing Year Percent Pass Rate on In-house Exam by 2nd Attempt Threshold 2016 - 17 Pilot-testing Year 100% 2017 - 18 100% 100% 2018 - 19 100% 100% 2019 - 20 100% 100% This threshold has been met. Faculty in the Department of Exercise Science set this passing rate for the test, which is reasonable because it is based on the standards and learning objectives for each of the courses in the undergraduate curriculum that are required for both tracks.
Students who do not pass the exam on the first attempt go through a remediation process conducted by Exercise Science faculty members. For the years that this test has been in effect, 100% of students have passed the exam by the second attempt. The results of this assessment will be reviewed on an annual basis and if improvement is needed in any area, departmental faculty will act accordingly.
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- Collegiate Learning Assessment (CLA+) (for all graduating seniors in online and on campus programs):
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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 aspire to lives of integrity and moral courage.” 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.
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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.
Six-Year Graduation Rate
Cohort Years LaGrange College NCH 6-year Graduation Threshold: Peer Group NCH 6-year Graduation Rate 2007 - 2009 72% 60% 2008 - 2010 74% 60% 2009 - 2011 73% 60% 2010 - 2012 73% 60% 2011 - 2013 69% 60% 2012 - 2014 67% 60% 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 2007 – 2014 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 73%. All of these are higher than the peer group’s 2009 six-year rate of 60%. Therefore, the threshold has been met.
To help improve graduation rates and retention rates from LaGrange College, the College has adopted several strategies, which include items such as the following:
- Panther Academic Center for Excellence (PACE) – This Center offers a variety of collaborative academic support services aimed at promoting academic success, student retention, and degree completion through a variety of initiatives. Initiatives include faculty-led study halls, first-year activities, academic coaching, faculty development events, and testing services. The Center is located in the middle of campus with day and evening hours available.
- DropGuard Early Warning System – This system is designed to help alert appropriate individuals at the College of students when a student demonstrates a need for intervention. The intervention needed depends on the type of data that gets entered into the system (academic, behavior, etc.).
- Student Success Task Force – The Student Success Task Force is a group of staff and faculty members from Admission, Student Engagement, PACE, and Athletics who actively engage in ensuring the success of LaGrange College students. Most of the data that the task force reviews come from the DropGuard system. The data gets reviewed daily and is acted on within a two-day turnaround time. The official meetings of the task force occur at least biweekly.
- Foundations (Summer Bridge) Program –The Foundations Program is a month-long, residential academic and student engagement support program designed to facilitate a smooth and seamless transition into life at LaGrange College.
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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. The target goal in the Strategic Plan is for a retention rate of 71% by FY 2021 (cohort years 2017 – 2019).
LaGrange College First-Year Retention Rate
Cohort Years LaGrange College Three-year Average Threshold: Peer Group Three-year Average 2010 - 2012 62% 62% 2011 - 2013 61% 61% 2012 - 2014 63% 62% 2013 - 2015 65% 62% 2014 – 2016 66% 61% 2015 - 2017 64% 62% 2016 - 2018 65% Not available yet 2017 - 2019 63% Not available yet Source: IPEDS Data Center The threshold is reasonable because the peer group used in the comparison is a comprehensive group to which LaGrange College belongs. The peer group used is baccalaureate diverse, southeastern, private, non-for-profit, degree-granting, Title IV colleges with between 1,000 and 5,000 students.
Over the past four years, the LaGrange College mean retention rate has had a three-year average from a low of 63% to a high of 66%. For the peer group three-year averages that are already available, the LaGrange College rate is comparable to the peer group’s three-year average.
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 DropGuard Early Warning System, the Student Success Task Force, and the Summer Bridge Program. One other initiative is enhancing the College’s first-year Cornerstone course, which is designed to help transition first-year students to college expectations.
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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 sixth 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.
Satisfactory Progress for LC Graduate Programs
Academic Year (Summer-Spring) Counseling Education Exercise Science (On-campus) Exercise Science (Online) Philanthropy & Development Threshold 2015 - 16 91.5% 91.7% N/A N/A 84.0% 80.0% 2016 - 17 96.3% 94.3% 89.6% 100.0% 86.0% 80.0% 2017 - 18 97.9% 95.2% 85.5% 100.0% 85.1% 80.0% 2018 - 19 97.5% 94.7% 90.2% 96.7% 94.8% 80.0% 2019 - 20 97.1% 89.6% 85.7% 95.6% 96.3% 80.0% Source: IPEDS Data Center 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 grade distribution will be reviewed on an annual basis and if improvement is needed in any area, departmental faculty will act accordingly.
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Grange 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 students 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 http://nsse.indiana.edu/html/high_impact_practices.cfm.
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.
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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.
Participation Rate in at Least Two HIPs
Graduating Class Calendar Year LaGrange College Participation Rate Southeast Private Participation Rate Methodist College Participation Rate Surrounding Public Participation Rate 2014 91% 73% 80% 61% 2015 96% 53% 67% 54% 2016 91% 66% 81% 57% 2017 92% 62% 81% 57% 2018 82% 67% 69% 57% 2019 81% 63% 81% 61% 2020 82% 62% 77% 59% Source: NSSE Data For all 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 two peer comparison groups for all the years shown. Therefore, the threshold set has been met.
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.
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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. Participation rate reflects those that have completed or plan to participate in the HIP.
Service Learning
Graduating Class Calendar Year LaGrange College Service Learning Participation Rate Southeast Private Service Learning Participation Rate Methodist College Service Learning Participation Rate Surrounding Public Service Learning Participation Rate 2014 87% 71% 72% 57% 2015 87% 57% 72% 57% 2016 94% 69% 64% 59% 2017 88% 65% 70% 56% 2018 80% 67% 59% 58% 2019 86% 67% 68% 60% 2020 83% 65% 63% 59% Source: NSSE Data For all years shown above, the participation rates for LaGrange College seniors have been 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. Currently, the college offers at least three such courses during the Interim Term, one on-campus and two travel courses. Service Learning is also included in some of the Freshmen Cornerstone courses as well as courses in the Servant Scholar Program.
Internship/Field Experience
Graduating Class Calendar Year LaGrange College Internship/Field Experience Participation Rate Southeast Private Internship/Field Experience Participation Rate Methodist College Internship/Field Experience Participation Rate Surrounding Public Internship/Field Experience Participation Rate 2014 76% 56% 62% 50% 2015 86% 62% 62% 50% 2016 83% 73% 83% 73% 2017 73% 50% 67% 46% 2018 62% 52% 57% 47% 2019 85% 71% 80% 74% 2020 68% 50% 64% 48% Source: NSSE Data For all 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.
To increase participation in internships or field experiences, the LaGrange College Career Center is proactive in arranging internship opportunities and marketing these positions on campus. The Career Center also hosts on-campus interviews. Internship opportunities have been expanded in the LaGrange area and include work in graphic design, marketing, accounting, business, data analysis, biochemistry, and others. Additional research about internships with major companies outside of LaGrange has also been conducted. Because of this research, students now have the opportunity to pursue internships with companies in major cities such as Atlanta, Charleston, Savannah, and Jacksonville.
Study Abroad
Calendar Year LaGrange College Study Abroad Participation Rate Southeast Private Study Abroad Participation Rate Methodist College Study Abroad Participation Rate Surrounding Public Study Abroad Participation Rate 2014 43% 20% 22% 15% 2015 47% 20% 22% 15% 2016 51% 27% 37% 20% 2017 56% 19% 25% 14% 2018 50% 21% 28% 12% 2019 39% 20% 26% 14% 2020 46% 19% 29% 15% Source: NSSE Data For all years shown above, the participation rates for LaGrange College seniors have been significantly above all peer comparison groups. Therefore, the threshold set has been met.
In order to increase participation in study abroad experiences, money vouchers are given to eligible students. Students who begin their studies at LaGrange College are eligible for a $2,500 travel voucher during the junior or senior year. (Over the past three years, the average percentage of graduates who studied abroad that were voucher eligible was 69%.) In 2017, transfer students were able to apply for a competitive travel voucher as well.
To enhance the study abroad experience, a newly formed Global Engagement Committee was formed in spring 2018. This committee and the Quality Enhancement Plan (QEP) team worked together to help train faculty to design new travel courses that are held up to certain academic and/or service standards. The new standards should help to provide a richer experience for students.
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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.
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Job placement rates (for undergraduate students).
Threshold: To equal or exceed the full-time employment rate of peer institutions within six months of graduation.
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
Graduating Class Percent of Class Employed Full-Time Percent of Class Employed Full-Time or Part-time Threshold of Peer Group for the Percent of Class Employed Full-Time 2015 55% 70% 58% 2016 53% 57% 58% 2017 69% 74% 57% 2018 63% 66% 59% 2019 64% 66% Not Yet Available Source: Career Center Data and NACE Survey Over the past five years, the percent of LaGrange College’s graduating class with full-time employment ranged from a low of 53% to a high of 69%. The percentages for the first two years are lower than the peer group rate of 58% for both years. For the most recent two years for which comparable data is available, the percent of the class with full-time employment exceeded the peer group’s rate. Therefore, this threshold has been met for the two most recent years of data.
To help improve these rates, the Center for Leadership and Career Development (CLCD) has increased the number of meetings with students and alumni over the past four years. During the 2018 – 19 academic year, student and alumni usage increased from 1,326 in 2017 – 18 to 1,385. Of the 1,385 student contacts, 629 were unique. The increased student and alumni usages has been a consistent trend for the last four years.
In addition, during the 2018 – 19 academic year, the CLCD offered or participated in 51 events. A breakdown of CLCD programming includes 18 Cultural Enrichment events, 11 events not offered for CE credit, four admissions/recruitment events, eight on-campus employer information and interview sessions, two state-wide career fairs, three student organization presentations, six practice GRE tests, and the annual sophomore retreat.
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Graduate school rates (for undergraduate students)
Threshold: The percent 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.
In the table below, the first column represents the year for each graduating class and the second column gives the percent of each class that were pursuing graduate school. Column three gives the threshold for this metric.
Graduate School Rates
Graduating Class Percent of Class Pursuing Graduate School Threshold of Peer Group 2015 16% 18% 2016 34% 18% 2017 22% 19% 2018 18% 19% 2019 24% Not Yet Available Source: Career Center Data and NACE Survey Over the past five years, the LaGrange College percent of class pursuing graduate school rate has ranged from a low of 16% to a high of 34%. For two of the past four years, the percent of the class pursuing graduate school has been equal to or higher than the peer group rates of 18% - 19%. The most recent graduating class, for which data is available, is 1 percentage point lower than the peer group percentage. Therefore, the threshold was met for two out of the past four years.
To increase these rates, the Career Center has increased the number of meetings with students and alumni over the past three years. The Career Center hosted numerous Cultural Enrichment events that were focused on job search or graduate school. In addition, several graduate schools were hosted to hold information sessions for students.
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