Southern University at Shreveport Louisiana (SUSLA) engages in ongoing assessment of student access and success, which aligns with mission-critical and strategic initiatives. The activities engaged in encompass a variety of measures that not only focus on program achievement, but on student achievement as well. Appropriately, consideration is given to enrollment, retention rates, graduation rates, licensing examination results, and job placement rates. The university reviews retention and graduation rates of all of its programs; however, licensing examination results and job placement in the review process have only been applicable to those programs requiring external review, such as programs in allied health and nursing. Nevertheless, all of the university’s activities are developed within the context of its mission statement.
The assessment and evaluation of student achievement is central to SUSLA’s success in addressing its mission, goals, and objectives, and the evaluation of programs’ content and quality of education. The strategic goals that drive activities for student achievement and the success of students in achieving those goals are as follows:
Each of these goals are supported with objectives and strategic initiatives to ensure success of students and are addressed in the Institutional Effectiveness Planning (IEP) and Reporting (IER) forms of each instructional and non-instructional unit. The achievement of students enrolled at SUSLA was also addressed in the institution’s response to SACSCOC Federal Requirement 4.1, which requires that “institutions evaluate success with respect to student achievement consistent with its mission.” SUSLA remains compliant with this requirement.
Specific use of enrollment, retention rates, graduation rates, licensing examination results, and job placement rates not only indicates student achievement, but also indicates that Southern University at Shreveport Louisiana fulfills a significant part of its mission. Each of these indicators are illustrated below as suggestions of student achievement.
The data were published in the IPEDS Fall Enrollment Survey from the Fall 2009 to Fall 2014.
|Term||Fall 2009||Fall 2010||Fall 2011||Fall 2012||Fall 2013||Fall 2014||6 Year Avearage|
Retention rates refer to the percentage of first-time, full-time degree/certificate-seeking students who were enrolled in the fall semester and returned the following fall semester. The data depicted in table were reported in IPEDS.
|Term||Fall 2008 to
|Fall 2009 to
|Fall 2010 to
|Fall 2011 to
|Fall 2012 to
|Fall 2013 to
|6 year Average|
|First-time, Full-time Cohort Retention Rate||54%||45%||48%||51%||43%||45%||48%|
The data were published in IPEDS Graduation Survey.
|Term||Fall 2008||Fall 2009||Fall 2010||Fall 2011||Fall 2012||Fall 2013||6 Year Average|
|Cohort year||Fall 2005||Fall 2006||Fall 2007||Fall 2008||Fall 2009||Fall 2010||6 Year Average|
|Fall revised cohort (total)||436||304||210||264||395||329||323|
|Completers <= 150% of time||36||42||27||34||47||51||40|
|Completers <= 200% of time||46||48||35||50||81||51||52|
The data were reported to the Louisiana State Board of Regents.
|Discipline||Reporting Year||Passage Rate||Reporting Year||Passage Rate|
|Clinical Laboratory Sciences/Medical Laboratory||2013||64%||2014||Not Reported|
|Health Information Technology||2013||75%||2014||73%|
Data reflects Career and Technical Education (CTE) Program completers employed within 12 months after graduation. Top employment disciplines were Nursing, Allied Health-related disciplines, Accounting/Business Management, and Criminal Justice.
|Year||Total Number of Graduates||Employment Placement|
|2013-2014 AY||227||N = 137 (60%)|