Student Achievement

Concordia University Texas (CTX) documents undergraduate and graduate student achievement outcomes that reflect its mission. CTX utilizes this information for improvement.

Student achievement is measured, evaluated, and tracked using six outcomes that fall within three broad categories:

  • Retention and Completion
  • Academic Engagement and Proficiency 
  • Licensure, Certification, and Post-Graduate Activities

Current measurement, evaluation and tracking of achievement outcomes are summarized below. Thresholds of acceptability for student achievement are generally set by CTX to align or exceed those of national student samples, our IPEDS Comparison Group, private institutions of similar size, or standards set by licensing bodies such as the Texas Education Agency. Measures of student achievement that consistently fall below a set threshold are identified by academic leadership and targeted for improvement.

Retention & Completion

Retention Rates

  • Average of 59% of first-time, full-time CTX freshmen return for their second year (2010-2015)
  • CTX’s retention rate increased since 2014 to be on par with IPEDS peer group
  • First-time, full-time freshman retention rate of 63% for students entering Fall 2015

Graduation Rates

  • Average of 37% of first-time, full-time freshmen entering CTX (Fall 2005 - Fall 2010) graduated from CTX within six years
  • CTX’s graduation rate increased over the past few years to be on par with IPEDS peer group

Completion rates are also measured, evaluated and used to improve CTX graduate degree programs. In existence since 2010, the MBA program has typically graduated students at and above 80 percent. After recent tracking revealed several Spring-entering cohorts graduating at a lower rate (2012, 67 percent; 2013, 68 percent), admissions procedures and criteria were examined and adjusted by the program director and faculty to raise the academic profile of MBA students entering mid-year.

Academic Engagement & Proficiency

National Survey of Student Engagement (NSSE)

CTX has administered the NSSE each spring semester since 2009 to freshman and senior undergraduates. NSSE results are tracked and reviewed annually in the form of educational engagement indicators (EIs) reported by undergraduates and the degree to which they take advantage of institutional opportunities regarded as high-impact educational practices (HIP). While some Els are used as markers of student learning outcomes (communication, critical thinking, career and community), three additional Els are tracked and evaluated as indirect measures of student achievement related to our mission: Collaborative Learning, Student-Faculty Interaction and Discussions with Diverse Others.

CTX senior undergraduates consistently report levels of engagement and participation in HIP at and above those of other private institutions in our geographic region. NSSE results are used by faculty, academic administrators, and academic support units to evaluate institutional effectiveness and guide continuous improvement efforts targeting student achievement outcomes. The SSI has been administered regularly to undergraduates since 2009. Beginning in 2016, the ASPS are administered to adult learners and the PSOL to online students.

Student Satisfaction Inventory (SSI), Adult Student Priorities Survey (ASPS) and Priorities Survey for Online Learners (PSOL)

CTX also uses results from SSI, ASPS and PSOL to evaluate how student satisfaction is associated with student achievement among our undergraduate, adult learner and online degree programs. Results from these surveys are linked with student retention and completion rates. They are provided to faculty, academic administrators and academic support units to evaluate institutional effectiveness and guide continuous improvement efforts targeting student achievement outcomes.

Collegiate Assessment of Academic Proficiency (CAAP) and Collegiate Learning Assessment Plus (CLA+)

Since 2008, CTX has utilized direct measures of academic proficiency to evaluate undergraduate student achievement of intellectual and academic skills supporting the mission. Between 2008 and 2015, the completion of the CAAP was a graduation requirement for all undergraduate students. As seniors, Concordia undergraduates consistently scored at or above the national average on CAAP proficiency measures of reading, writing, critical thinking and science reasoning.

However, Concordia undergraduate proficiency in mathematics has tended to be at or below the national CAAP average. These results have been used to guide improvement to general education and educational curricula. For example, changes to math placement procedures that better identified students likely to benefit from a developmental course in mathematics were implemented after 2008-2009, which resulted in the substantial gain and maintenance of math proficiency of seniors at or near the CAAP national average.

The CLA+ was chosen to replace the CAAP in 2016 because of its ability to provide a "value-added" measure of academic proficiency on a set of skills and abilities aligned more closely with CTX’s educational goals and objectives. An initial pilot administration of the CLA+ found a sample of 80 CTX seniors scored significantly higher than a sample of 55 CTX freshmen on the CLA+ Total Score, Performance Task and Selected-Response Questions. Comparison of CLA+ Mastery Levels obtained by these samples found that 40 percent of freshmen scored at the Below Basic level of mastery, and 92 percent of seniors scored above the Below Basic mastery level. These results were provided to and used by the General Education Committee to guide the improvement of student learning outcomes critical for undergraduate student achievement.

Licensure, Certification & Post-Graduate Activities

Student achievement is also measured and evaluated using licensure, certification and employment rates of CTX graduates. Graduates of our both our undergraduate and graduate programs have, on average, historically high rates of passing Texas Education Agency (TEA) exams required for public school certification as teachers and administrators. Recognition of passing rates at 86 percent for MEd Principal Certification has led to curricular changes designed to better prepare graduate students in this program for certification. Achievement of students enrolled in our undergraduate nursing program is tracked annually using graduation rates, National Council Licensure Examination (NCLEX) passing rates, and the percent of graduates certified as Registered Nurses (RN). Outcomes on each of these measures are consistently very high and are used to maintain standards for admission and successful completion of the undergraduate nursing program.

CTX began tracking undergraduate employment outcomes and participation in postgraduate education in 2017 using the Higher Education Data Sharing (HEDS) Consortium's First Destination Survey. Results from the First Destination Survey found 77 percent of graduating seniors described their primary expected activity after graduation to be full or part-time employment, 9 percent to be enrollment in a continuing education program, and 12 percent to be seeking employment. This information is used by the Office of Vocation & Professional Development to evaluate and improve its effectiveness in preparing CTX graduates for post-graduate success.