Institutional Research-Student Achievement of Goals
Clarendon College 2022-2023 Evaluation of Mission Statement Provisions
Clarendon
College (CC) evaluates success with respect to student achievement
consistent with its mission. Criteria utilized include key elements
derived from items in the strategic plan One College... One Vision
2014.2017. A variety of methods are used in this evaluation including a
review of internal data from the CC Office of Institutional Research
(OIR), results from the Community College Survey of Students Engagement
(CCSSE), the Texas Legislative Budget Board Performance Measures (LBBPM)
and the Texas Public Higher Education Almanac (TPHEA) and Accountability
data (THECBA).
In its effort to fulfill its mission and serve its students, CC offers both credit and non-credit
courses including academic course for transfer, dual credit courses for service area high
schools, technical courses for employment including certification and licensure, and continuing
education for personal growth and enrichment. The College uses enrollment and demographic
data from internal reports generated by the OIR in conjunction with THECB accountability
measures and data reported in the TPHEA and LBBPM. The enrollment data is used to evaluate
the number of students being served in each area mentioned to assess levels of student access.
Comparisons of previous term enrollments are also used to identify changes in enrollment
trends and aid in the planning of future course offerings to improve student access at CC. The
following table provides the evaluation criteria and the 2022-2023 evaluation results for the
provision for student access.
Table 1:
Evaluation Results for Student Access Provision
|
One College... One Vision Item
|
Criteria
of Effectiveness
|
Baseline
|
Results
|
|
Provision for Student Access
|
Fall
Enrollment: Controlled Growth of 2.5% each year.
|
Fall 2013 to Fall 2023
Average: 1.86%
|
Change in Fall Enrollment
Fall
2013 – Fall 2014: -1.2%
Fall
2014 – Fall 2015: 12%
Fall 2015 – Fall 2016: 10.6%
Fall 2016 – Fall 2017: 7.0%
Fall 2017 – Fall 2018: 3.2%
Fall 2018 – Fall 2019: -3.3%
Fall 2019 – Fall 2020: -10.3%
Fall 2020 – Fall 2021: -1.1%
Fall 2021 – Fall 2022: -8.0%
Fall 2022 – Fall 2023: 10.1%
|
CC tracks completion and success rates for all courses for in order to evaluate its effectiveness
at promoting student progression and completion. Course completion is defined as completing a
course and receiving a grade, even a failing grade, while successful course completion is
defined as receiving a passing grade (C or better). CC also defines student completion in a
more holistic way as a student’s completion of the core course requirements and graduation
with either a certificate or associate’s degree. CC continually monitors these measures each
semester and compares the results with those from previous semesters and the average for
schools of the same size in Texas to track student progression and completion. A threshold of
91% of attempted credit hours being completed has been established, and 58% of students
persisting after one year and 42% after 2 years have been established as shown in the
following table. Additionally, CC has established a 14.5% threshold for 3, 4 and 6-year
associate’s graduation rates, a 10% threshold for 3, 4 and 6-year certificate graduation rates,
and transfer rates to 4-year schools of 38% for academic students and 18% for technical
students. These threshold rates are consistent with the 5-year average for same-size colleges
in Texas and have been deemed to be appropriate as they match the 5-year average rates for
CC’s cohort college group. These rates also allow for a timely completion of each student’s
educational intent. The following table provides the evaluation criteria and the 2022-2023
evaluation results for the provision for student progression and completion.
Table 2:
Evaluation Results for Student Progression and Completion Provision
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision for Student Progression and Completion
|
Fall Credit Hour Completion Rate: 91% of attempted
credit hours completed.
|
Fall 2016-Fall 2023
Average: 95.3%
State Average:
91.0%
|
% of Fall Cr. Hrs. Completed1
Fall 2016: 93.3%
Fall 2017: 94.2%
Fall 2018: 94.7%
Fall 2019: 95.7%
Fall 2020: 95.6%
Fall 2021: 95.9%
Fall 2022: 96.2%
Fall 2023: 96.5%
|
| |
Fall Credit Hours
Successfully
Completed with "D"
or Better.
|
|
Fall 2016: 85.9%
Fall 2017: 87.7%
Fall 2018: 89.5%
Fall 2019: 90.0%
Fall 2020: 90.1%
Fall 2021: 90.1%
Fall 2022: 92.3%
Fall 2023: 93.2%
|
| |
Fall Credit Hours
Successfully
Completed with "C"
or Better.
|
|
Fall 2016: 81.6%
Fall 2017: 83.4%
Fall 2018: 85.9%
Fall 2019: 86.2%
Fall 2020: 86.6%
Fall 2021: 86.9%
Fall 2022: 89.8%
Fall 2023: 90.6%
|
|
1-year persistence rate: 58% of students persisting
after 1 year.
|
Fall 2016 to Fall 2020 Average:
62.8%
State Cohort Average: 58.2%
|
1-Year Persistence Rates
Fall 2016: 55.7%
Fall 2017: 63.7%
Fall 2018: 63.4%
Fall 2019: 65.3%
Fall 2020: 65.9%
Fall
2021: N/A2
|
|
2-year persistence rate: 42% of students persisting
after 2 years.
|
Fall 2016 to Fall 2019 average:
45.4%
State cohort average: 41.8%
|
2-Year Persistence Rates
Fall 2016: 40.3%
Fall 2017: 44.3%
Fall 2018: 49.4%
Fall 2019: 47.7%
Fall
2020: N/A2
Fall
2021: N/A3
|
|
6-year graduation rate (Academic AA/AS and Technical AAS & Cert).
|
|
6-Year Graduation Rates4
(AA, AS, AAS, & Cert)
FY 2016: 30.9%
FY 2017: 31.5%
FY 2018: 26.7%
FY 2019: 32.0%
FY 2020: 36.3%
FY 2021: 31.1%
FY 2022: N/A
|
|
Academic student transfer rate: 38% of academic
students transferring to a 4- year institution.
|
FY 2016 to FY 2022
average: 28.1%
State cohort
average: 24.4%
|
Acad. Students Transferring4
FY 2016: 22.3%
FY 2017: 22.8%
FY 2018: 30.0%
FY 2019: 32.4%
FY 2020: 29.2%
FY 2021: 41.1%
FY 2022: 18.8%
|
|
Technical student transfer rate: 18% of technical
students transferring to a 4- year institution.
|
FY 2016 to FY 2022
average: 6.7%
State cohort
average: 9.4%
|
Tech. Students Transferring4
FY 2016: 7.8%
FY 2017: 3.5%
FY 2018: 2.9%
FY 2019: 2.1%
FY 2020: 7.4%
FY 2021: 8.5%
FY 2022: 14.7%
|
1. This measure was calculated using the THECB method which includes courses with grades other than "W" or "I" as
being completed. In Fall 2016, 85.9% of credit hours were successfully completed with a passing of "D" or better
and 81.6% with a grade of "C" or better. In Fall 2017, 87.7% of credit hours were successfully completed with a
passing of "D" or better and 83.4% with a grade of "C" or better. These measures were incorporated into this
evaluation beginning in FY 2016.
2. The Fall 2021 1-year and the Fall 2020 2-year persistence rates rely on Fall 2022 enrollment data which will not be
available until Spring 2023.
3. The Fall 2021 2-year persistence rate relies on Fall 2022 enrollment data which will not be available until Spring
2023.
4. To ensure consistency in evaluating these measures the transfer rates and the 6-year completion rates as
calculated by the THECB are used in this evaluation.
5. In FY 2017 the THECB changed the Accountability Reporting System which resulted in the graduation data no
longer reporting rates by Academic and Technical awards separately. Until THECB begins reporting the data by
curriculum type again results reported in this evaluation will combine Academic and Technical 6-Year graduation
rates beginning in FY 2018.
6. FY 2022 graduation and transfer student data will not be made available by the THECB until Spring 2023.
Students and faculty work in partnership to accomplish the goal of learning. Therefore the
provision of quality instruction is a priority at the institution. While individual programs and
faculty track student learning via student learning outcomes and through the widespread use of
student evaluations of instruction, the institution monitors the provision of quality instruction via
the use of indirect indicators at a broader level using the same measures as are used for
monitoring student progression and completion. The level of course completion as measured by
attempted credit hours completed, the number of students completing core requirements, and
graduation rates give an indication of a student’s ability to master course material and progress
with their educational goals assuming a correlation with quality of instruction. An additional
indicator of the quality of educational programs at CC is the percent of contact hours taught by
full-time faculty with an established threshold of 72% of all contact hours being taught by full-time faculty. The following table provides the evaluation criteria and the 2022-2023 evaluation
results for the provision for quality educational programs
Table
3: Evaluation Results for Quality Educational Programs Provision
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision of quality educational programs
|
Fall Credit Hour Completion Rate: 91% of attempted
credit hours completed.
|
Fall 2016-Fall 2023
Average:95.3%
State Average:
91.0%
|
% of Fall Cr. Hrs. Completed1
Fall 2016: 93.3%
Fall 2017: 94.2%
Fall 2018: 94.7%
Fall 2019: 95.7%
Fall 2020: 95.6%
Fall 2021: 95.9%
Fall 2022: 96.2%
Fall 2023: 96.5%
|
|
1-year persistence rate: 58% of students persisting
after 1 year.
|
Fall 2016 to Fall 2020 Average:
62.8%
State Cohort Average: 58.2%
|
1-Year Persistence Rates
Fall 2016: 55.7%
Fall 2017: 63.7%
Fall 2018: 63.4%
Fall 2019: 65.3%
Fall 2020: 65.9%
Fall
2021: N/A2
|
|
2-year persistence rate: 42% of students persisting
after 2 years.
|
Fall 2016 to Fall 2019 average:
45.4%
State cohort average: 41.8%
|
2-Year Persistence Rates
Fall 2013: 43.8%
Fall 2014: 41.0%
Fall 2015: 30.4%
Fall 2016: 40.3%
Fall 2017: 44.3%
Fall 2018: 49.4%
Fall 2019: 47.7%
Fall 2020: N/A2
Fall 2021: N/A3
|
|
6 year graduation rate (Academic AA/AS and Technical AAS & Cert).
|
|
6-Year Graduation Rates4,5
FY 2014: 39.9%
FY 2015: 43.5%
FY 2016: 30.9%
FY 2017: 31.5%
FY 2018: 26.7%
FY 2019: 32.0%
FY 2020: 36.3%
FY 2021: 31.1
FY 2022: N/A
|
|
Full-time faculty: 70% of all credit hours or contact
hours taught by full-time faculty.
|
Fall 2013 to Fall
2021 average:
73.28%
State cohort
average: 66.6%
|
%
of Fall Cr. Hrs. Taught by FT Faculty
Fall 2013: 65.1%
Fall 2014: 75.5%
Fall 2015: 77.4%
Fall 2016: 71.8%
Fall 2017: 72.7%
Fall 2018: 75.3%
Fall 2019: 78.8%
Fall 2020: 74.9%
Fall 2021: 68.1%
|
1. This measure was calculated using the THECB method which includes courses with grades other than "W" or "I" as
being completed. In Fall 2016, 85.9% of credit hours were successfully completed with a passing of "D" or better
and 81.6% with a grade of "C" or better. In Fall 2017, 87.7% of credit hours were successfully completed with a
passing of "D" or better and 83.4% with a grade of "C" or better. These measures were incorporated into this
evaluation beginning in FY 2016.
2. The Fall 2021 1-year and the Fall 2020 2-year persistence rates rely on Fall 2022 enrollment data which will not be
available until Spring 2023.
3. The Fall 2021 2-year persistence rate relies on Fall 2022 enrollment data which will not be available until Spring
2023.
4. To ensure consistency in evaluating these measures the transfer rates and the 6-year completion rates as
calculated by the THECB are used in this evaluation.
5. In FY 2017 the THECB changed the Accountability Reporting System which resulted in the graduation data no
longer reporting rates by Academic and Technical awards separately. Until THECB begins reporting the data by
curriculum type again results reported in this evaluation will combine Academic and Technical 6-Year graduation
rates beginning in FY 2018.
6. FY 2022 graduation and transfer student data and the Fall 2021 credit hours taught by full-time faculty will not be
made available by the THECB until Spring 2023.
7. The percent of credit hours taught by full-time faculty for Fall 2021 will not be made available by THECB until early
Spring 2022.
CC provides student support programs, services, and activities consistent with its mission that
are intended to promote student learning and enhance the development of its students. The
College recognizes that student support programs and services enhance the educational
development and academic success of students and strives to ensure that its policies,
personnel, programs, and activities are consistent with the diverse needs and interests of the
population it serves. Each service offered is managed by an assigned support service
department within the College, with assessment and evaluation methods consisting of the
results obtained from administering the Community College Survey of Student Engagement
each year which is supplemented with the results from surveys administered by the OIR and
each department that provides the service. Additional assessment and evaluation is provided by
an examination of student participation in school activities and organizations and the number of
students using available services. A threshold level of a CCSSE benchmark score of 50 and a
minimum of 70% of students responding as being at least somewhat satisfied with each of the
services offered on departmental surveys and CCSSE questions relating to the service has
been established. The following table provides the evaluation criteria and the 2022-2023
evaluation results for the provision for Student Services for holistic development.
Table
4: Evaluation Results for Student Services for Holistic Development
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision for Student Services for Holistic Development
|
CCSSE questions pertaining to encouraging the use of
offered student support services (9b, 9d, 9e & 9f): 60% of
students responding "quite a bit" or "very much."
|
An average of 59.7% of students responded “quite a bit”
or “very much” on the 2014 CCSSE survey questions pertaining to CC
emphasizing the student support services offered.
|
% of students responding “quite a bit” or “very much”
on CCSSE questions on encouraging use of support services:
Spring
2016: 51.1%
Spring
2017: 30.95%
Spring 2018: 48.6%
Spring 2019: 58.4%
Spring 2020: N/A1
Spring 2021: 65.0%
Spring 2022: N/A2
|
|
CCSSE questions pertaining to student use of offered
support services (4m, 12.1a, 12.1b, 12.1d,
12.1e,
12.1g, 12.1h,
12.1I, 12.1j & 12.1k):
60% of students responding that they use student
support services “sometimes” or “often”.
|
An average of 60.3% of students responded “sometimes”,
“often” or “very often” on the 2014 CCSSE
survey questions pertaining to their use of the student
support services offered.
|
% of students responding “sometimes”, “often” or “very
often” on CCSSE questions on use of support services offered:
Spring 2016: 35.9%
Spring 2017: 46.8%
Spring 2018: 49.6%
Spring 2019: 51.7%%
Spring 2020: N/A1
Spring 2021: 47.1%
Spring 2022: N/A2
|
|
CCSSE questions pertaining to student satisfaction with
the support services offered (12.2a, 12.2b, 12.2c, 12.2d, 12.2e,
12.2g,
12.2h, 12.2I,
12.2j & 12.2k): 80%
of students responding as being somewhat or very
satisfied with the student services offered.
|
An average of 83.8% of students responded “somewhat” or
“very” on the 2014 CCSSE survey questions pertaining to their
satisfaction with the student support services offered.
|
% of students responding “somewhat” or “very” on CCSSE
questions on student satisfaction of support services offered:
Spring 2016: 53.2%
Spring 2017: 64.8%
Spring 2018: 52.6%
Spring 2019: 51.0%
Spring 2020: N/A1
Spring 2021: 96.9%
Spring 2022: N/A2
|
1. Due to Covid-19 the CCSSE was not administered in Spring 2020.
2. Clarendon College reverted back to a biennial CCSSE administration in Spring 2022. The next CCSSE
administration is scheduled for Spring 2023
To assess the fulfillment of the mission component for developmental education, CC uses a
combination of data reported by the THECB Accountability system, reports generated internally
by the OIR on developmental course and subsequent college-level course completion rates
including longitudinal cohort tracking reports, ad hoc OIR reports as requested, and
developmental program assessments. A large percentage of CC students enter CC with skill
levels in Reading, Writing, or Math that are below state standards for being “college-ready.”
State law and the THECB establish the skill levels required for each area that determine if a
student is prepared for college-level coursework. Those students not meeting Texas Success
Initiative (TSI) standards are placed into remedial coursework to improve their skills. Once the
remedial course work is successfully completed the student is allowed to begin taking collegelevel courses requiring TSI-complete status for that area.
The percent of developmental students successfully completing (a grade of A, B or C)
developmental coursework and being allowed to continue on to credit courses requiring collegelevel Reading, Writing and Math skills is the primary measure of the effectiveness of CC at
fulfilling the provision for developmental education. Effectiveness is further evaluated by tracking
a student’s success in their first college-level course that is dependent on the area of deficiency
as a secondary measure. A threshold level 75% successful completion of developmental
coursework and a threshold of 85% successful completion of the first college-level course after
completing developmental education have been established for each of the developmental
areas. These threshold levels assure an acceptable level of student progression through
developmental coursework and the successful completion of the first college level course while
also being appropriate to assure an acceptable level for completion of the student’s educational
goals. The following table provides the evaluation criteria and the 2021-2021 evaluation results
for the provision for Developmental Education.
Table 5:
Evaluation Results for Developmental Education
|
One College... One Vision Item
|
Criteria
of Effectiveness
|
Baseline
|
Results
|
|
Provision for Developmental Education
|
Students becoming TSI complete in Reading: 55% of DE
Reading students becoming TSI complete and being eligible to take
college-level courses requiring TSI completion in Reading.
|
Reading - Fall 2013 to Fall 2019 cohort average: 52.9%
State cohort
average: 57.1%
|
% of DE Students Meeting TSI Obligations in Reading
(2-year
tracking)
Fall 2013 Cohort: 45.8%
Fall 2014 Cohort:41.0%
Fall 2015 Cohort: 65.2%
Fall 2016 Cohort: 67.6%
Fall 2017 Cohort: 60.4%
Fall 2018 Cohort: 34.8%
Fall 2019 Cohort: 55.5%
Fall 2020 Cohort: N/A2
Fall 2021 Cohort: N/A3
|
|
Students becoming TSI complete in Writing: 55% of DE
Writing students becoming TSI complete and being eligible to take
college-level courses requiring TSI completion in Writing.
|
Writing - Fall 2006 to Fall 2010 cohort
average:
49.2%
State cohort average: 56.6%
|
% of DE Students Meeting TSI Obligations in Writing
(2-year
tracking)
Fall 2013 Cohort:58.5%
Fall 2014 Cohort: 41.8%
Fall 2015 Cohort: 56.3%
Fall 2016 Cohort: 57.7%
Fall 2017 Cohort: 33.3%
Fall 2018 Cohort: 3.9%
Fall 2019 Cohort: 15.7%
Fall 2020 Cohort: N/A2 Fall 2021 Cohort: N/A3
|
|
Students becoming TSI complete in Math: 45% of DE Math
students becoming TSI complete and being eligible to take
college-level courses requiring TSI completion in Math.
|
Math - Fall 2013 to Fall 2019 cohort
average:
40.4%
State cohort average: 44.1%
|
% of DE Students Meeting TSI Obligations in Math
(2-year
tracking)
Fall 2013 Cohort:45.8%
Fall 2014 Cohort: 41.0%
Fall 2015 Cohort: 52.7%
Fall 2016 Cohort: 49.8%
Fall 2017 Cohort: 43.4%
Fall 2018 Cohort: 19.9%
Fall 2019 Cohort: 30.3%
Fall 2017 Cohort: N/A2 Fall 2018 Cohort: N/A3
|
|
DE Reading students successfully completing their first
college-level course requiring TSI completion in Reading: 40% of
students becoming TSI complete in Reading will successfully
complete their first associated college-level course with a “C” or
better.
|
Reading - Fall 2013
to Fall 2019 cohort
average: 60.5%
State cohort
average: 51.1%
|
% of DE Students Successfully Completing a
College-level Reading Course (2-year tracking)
Fall 2013 Cohort: 58.2%
Fall 2014 Cohort: 49.4%
Fall 2015 Cohort: 65.9%
Fall 2016 Cohort: 71.7%
Fall 2017 Cohort: 64.4%
Fall 2018 Cohort: 54.9%
Fall 2019 Cohort: 59.0%
Fall 2020 Cohort: N/A2 Fall 2021 Cohort: N/A3
|
|
DE Writing students successfully completing their first
college-level course requiring TSI completion in Writing: 40% of
students becoming TSI complete in Writing will successfully
complete their first associated college-level course with a “C” or
better.
|
Writing - Fall 2013 to
Fall 2019 cohort
average: 50.6%
State cohort
average: 41.6%
|
% of DE Students Successfully Completing a
College-level Writing Course (2-year tracking)
Fall 2013 Cohort: 56.4%
Fall 2014 Cohort: 37.4%
Fall 2015 Cohort: 66.1%
Fall 2016 Cohort: 58.5%
Fall 2017 Cohort: 54.1%
Fall 2018 Cohort: 41.1%
Fall 2019 Cohort: 40.9%
Fall 2020 Cohort: N/A2 Fall 2021 Cohort: N/A3
|
|
DE Math students successfully completing their first
college-level course requiring TSI completion in Math: 35% of
students completing developmental Math courses will successfully
complete their first associated college-level course with a “C” or
better.
|
Math - Fall 2013 to Fall 2019 cohort
average: 40.39%
State cohort
average: 33.8%
|
% of DE Students Successfully Completing a
College-level Math Course (2-year tracking)
Fall 2013 Cohort: 37.3%
Fall 2014 Cohort: 37.1%
Fall 2015 Cohort: 52.1%
Fall 2016 Cohort: 46.4%
Fall 2017 Cohort: 48.6%
Fall 2018 Cohort: 31.7%
Fall 2019 Cohort: 29.5%
Fall 2020 Cohort: N/A2 Fall 2021 Cohort: N/A3
|
1. Developmental Education data for the Fall 2019 cohort is based on 2 years of tracked student data. The data will
be made available by THECB in late 2022.
2. Developmental Education data for the Fall 2020 cohort is based on 2 years of tracked student data. The data will
be made available by THECB in late 2023.
3. Developmental Education data for the Fall 2021 cohort is based on 2 years of tracked student data. The data will
be made available by THECB in late 2024
CC provides continuing education and community service courses to members of the
communities it serves. Continuing education (CE) courses are scheduled to meet the needs of
these communities based on requests from area businesses and community members. In
addition, CC strives to identify local training needs for current business and industry, as well as
upcoming skills requirements for workforce needs in emerging fields in an effort to be proactive
in its CE offering. To evaluate its provision of CE courses and the effectiveness of meeting the
needs of the community, CC continually examines the CE courses offered and the enrollments
for each. A threshold level of 85% of requests for CE courses that are projected to meet
minimum enrollment levels will be offered. The following table provides the evaluation criteria
and the 2022-2023 evaluation results for the provision for Continuing Education / Community
Service Courses.
Table 6:
Evaluation Results for Continuing Education / Community Service Courses
|
One College... One Vision Item
|
Criteria
of Effectiveness
|
Baseline
|
Results
|
|
Provision for Continuing Education & Community
Service Courses
|
Number of CE courses offered annually to assure a
minimum % of business and community requests for CE courses being
met: 85% of business and community requests for CE courses being
met by offering 70 CE courses each year.
|
5-Year Average: 90
|
Continuing
Education Courses offered each year
FY 2018: 82
FY 2019: 65
FY 2020: 56
FY 2021: 81
FY 2022: 166
|
|
Annual Enrollment in Continuing Education Courses
(unduplicated): Annual unduplicated enrollment in Continuing
Education Courses of 450 students.
|
5-Year Average: 219
|
Annual Continuing Education Enrollment (unduplicated)
FY 2018: 353
FY 2019: 293
FY 2020: 159
FY 2021: 110
FY 2022: 181
|
|
Annual Continuing Education Contact Hours: Annual
Contact Hours for Continuing Education Courses of 17,500.
|
5-Year Average:
16,350
|
Annual Continuing Education Contact Hours
FY 2018: 25,276
FY 2019: 18,132
FY 2020: 8,464
FY 2021: 19,456
FY 2022: 10,424
|
As part of its mission, CC offers or hosts several cultural events each year. These events
i nc l ude staging theatre arts productions, hosting art shows, providing lectures and
presentations from invited guest speakers, and offering courses that provide cultural enrichment
including courses for CC students as well as members of the communities CC serves. A
threshold level of 10 offered or hosted events annually was established to support the provision
of offering cultural enrichment to the students and communities served by CC, and a threshold
of 6 cultural enrichment courses offered each year was established. These threshold levels were
based on student and community interest and response to previous cultural enrichment
offerings at CC. The following table provides the evaluation criteria and the 2022-2023 evaluation
results for the provision for Cultural Enrichment.
Table
7: Evaluation Results for Cultural Enrichment
|
One College... One Vision Item
|
Criteria of Effectiveness
|
Baseline
|
Results
|
|
Provision for Cultural Enrichment
|
CCSSE questions pertaining to having conversations with
students of a different race or ethnicity (question 4s): 80% of
students responding “sometimes”, “often” or “very often” that they
had serious conversations with students of a different race or
ethnicity.
|
76.9% of students responded “sometimes”, “often” or
“very often” on the 2016 CCSSE
survey question pertaining to having serious
conversations with students of a different race or ethnicity.
|
% of students responding “sometimes”, “often” or “very
often” on CCSSE questions on having serious conversations with
students of a different race or ethnicity:
Spring 2016: 76.9%
Spring 2017: 71.2%
Spring 2018: 59.8%1
Spring 2019: 69.8%1
Spring 2020: N/A2
Spring 2021: 54.3%
Spring 2022: N/A3
Spring 2023: N/A3
|
|
CCSSE questions pertaining to having conversations with
students that have different religious beliefs, political
opinions, or personal values. (question 4t): 80% of students
responding “sometimes”, “often” or “very often” that they had
serious conversations with students with different religious
beliefs, political opinions, or personal values.
|
76.6% of students responded “sometimes”, “often” or
“very often” on the 2016 CCSSE
survey question pertaining to having serious
conversations with students with differing religious beliefs,
political opinions or personal values.
|
% of students responding “sometimes”, “often” or “very
often” on CCSSE questions on having serious conversations with
students that have different religious beliefs, political
opinions, or personal values:
Spring 2016: 76.6%
Spring 2017: 71.2%
Spring 2018: 59.8%1
Spring 2019: 69.8%1
Spring 2020: N/A2
Spring 2021: 54.3%1
Spring 2022: N/A3
Spring 2023: N/A3
|
|
CCSSE questions pertaining to encouraging contact among
students from different economic, social, and racial or ethnic
backgrounds (question 9c): 80% of students responding “some”,
“quite a bit” or “very much” that CC encourages contact among
students from different backgrounds.
|
81.5% of students responded “some”, “quite a bit” or
“very much” on the 2016 CCSSE survey question pertaining to CC
encouraging contact among students from different economic,
social, and racial or ethnic backgrounds.
|
% of students responding “some”, “quite a bit” or “very
much” on CCSSE questions pertaining to CC encouraging contact
among students from different economic, social, and racial or
ethnic backgrounds:
Spring 2016: 81.5%
Spring 2017: 82.2%
Spring 2018: 87.9%1
Spring 2019: 84.0%1
Spring 2020: N/A2
Spring 2021: 81.1%1
Spring 2022: N/A3
Spring 2023: N/A3
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CCSSE questions pertaining to experiences at CC
contributing to understanding people of other racial and ethnic
backgrounds (question 12k): 80% of students participating in the
CCSSE survey responding “sometimes”, “often” or “very often” that
their experiences at CC contribute to their understanding people
of other racial and ethnic backgrounds.
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83.2% of students responded “sometimes”, “often” or
“very often” on the 2016 CCSSE
survey question pertaining to their experiences at CC
contributing to their understanding people of other racial and
ethnic backgrounds.
|
% of students responding “sometimes”, “often” or “very
often” on CCSSE questions pertaining to their experiences at CC
contributing to their understanding people of other racial and
ethnic backgrounds:
Spring 2016: 83.2%
Spring 2017: 82.2%
Spring 2018: N/A4
Spring 2019: N/A4
Spring 2020: N/A4
Spring 2021: N/A4
Spring 2022: N/A3,4
Spring 2023: N/A3
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Number of offered or hosted cultural enrichment events:
Ten Cultural Enrichment events offered or hosted each year.
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5-Year Average: 9.2
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Cultural Enrichment events
FY 2018: 11
FY 2019: 13
FY 2020: 6
FY 2021: 9
FY 2022: 7
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Number of cultural enrichment courses offered: Six
Cultural Enrichment courses offered each year.
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5-Year Average: 15.2
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Cultural Enrichment courses offered
FY 2018: 20
FY 2019: 18
FY 2020: 11
FY 2021: 14
FY 2022: 13
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* events include a Spanish Heritage event and/or a Black History event, two drama performances, 7-9
library events, and various community concerts and presentations.
1. CCSSE questions 4s and 4t were combined and reported as one item beginning in Spring 2018.
2. Due to Covid-19 the CCSSE was not administered in Spring 2020.
3. Clarendon College reverted back to a biennial CCSSE administration in Spring 2022. The next CCSSE
administration is scheduled for Spring 2024.
4. Spring 2017 was the last year that question 12k was included on the survey
Student Links
2024-2025 Student Handbook
2024-2025 Clarendon College Catalog
2024-2025 Academic Calendar
Clarendon College Events
What's happening on campus
History
Clarendon College is the oldest institution of higher education in the Texas Panhandle, having been established in 1898 by the Methodist Episcopal Church, South. The College was successfully administered by the church through the first quarter of the 20th Century. The original college was moved to Abilene and became McMurry University. The Clarendon Independent School Board purchased the college property and Clarendon College was re-established in 1927 as a non-sectarian junior college. It is maintained, in part, by property taxes in the Clarendon College District (Donley County). The College was recognized by the Texas Education Agency and the Association of Texas Colleges and Universities in 1927. The College separated from the school district and moved to its present location in 1968. Clarendon College now operates from a beautiful 107-acre campus on the west edge of Clarendon. Eight counties comprise the College's service area. Clarendon College is one of the 50 state-assisted community colleges in the Texas system.
Accreditation
Clarendon College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award Associate Degrees. Questions about the accreditation of Clarendon College may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).
Philosophy of Clarendon College
The faculty, Board of Regents, and administrators at Clarendon College are committed to the concept that our College be an open door to learning. With this goal in mind, we extend an educational opportunity to students of all ages who can profit from instruction. Every effort is made to provide equal access to the educational opportunities offered at Clarendon College without regard to age, gender, color, national or ethnic origin, race, religion, creed, and/or disability. In keeping with this philosophy, Clarendon College recognizes and accepts the responsibility for providing curricula for university-bound students, for students seeking career opportunities in a variety of occupations, and for persons of the community seeking cultural enrichment, short-term skill training, or personal improvement opportunities. The College will seek to achieve these goals within the limits of its legal responsibilities and available fiscal resources.
Mission Statement
Clarendon College is a comprehensive community college committed to teaching, learning and providing access to opportunities that assist in the holistic development of its constituents and community.
In pursuit of this mission the College provides academic transfer programs, Career/Technical Education, student services, developmental education programs, continuing education/community service courses through a variety of instructional methodology, including but not limited to: face to face, distance education, and hybrid delivery.
Clarendon College strives to provide diverse cultural enrichment opportunities for our constituents.
Purposes
The purposes of Clarendon College shall be to provide the following:
Technical programs up to two years in length leading to associate degrees or certificates
Occupational programs leading directly to employment in semi-skilled and skilled occupations
Freshman and sophomore courses in arts and sciences; continuing adult education programs for occupational or cultural upgrading
Compensatory education programs designed to fulfill the commitment of an admissions policy allowing the enrollment of disadvantaged students
Continuing program of counseling and guidance designed to assist students in achieving their individual educational goals
Workforce development programs designed to meet local and statewide needs
Adult literacy programs and other basic skills programs
Other purposes as may be prescribed by the Texas Higher Education Coordinating Board or local governing boards, in the best interest of post-secondary education in Texas.
Clarendon College maintains an open admissions policy. We believe that, through this open admissions policy, we can change the lives of all students that walk through our doors. The admissions staff is committed to the concept that our College is to be an open door to learning. With this goal in mind, we extend an educational opportunity to students of all ages who can profit from instruction. Every effort is made to provide equal access to the educational opportunities offered at Clarendon College with regards to age, gender, color, national or ethnic origin, race, religion, creed, and/or disability.
The staff in the Admissions Office are here to help you through the process from applying for admissions all the way through getting enrolled in classes. Our staff can assist you with questions concerning admissions, testing, and registration.
Making a contribution to Clarendon College is simple! Just select one of the following options:
Memorial/ Honorarium Gifts: You can honor someone special or remember a loved one with your contribution. Simply contact us for more information. In addition to your acknowledgement letter, we will also send a letter to the individual or family your gift commemorates if provided with complete contact information.
Scholarships: One of the greatest ways to contribute to Clarendon College is to provide a scholarship for a deserving student. While we strive to maintain low tuition and fees, the majority of our students still require some form of financial assistance in order to afford the cost of attendance. Regardless of the amount of the gift, scholarships can assist our students with purchasing books, paying tuition and much more.
Gifts can be made to support one-time scholarships or our staff can work with donors to establish more permanent scholarship options through our named or endowed scholarship programs. Donors have the flexibility to determine the criteria for each scholarship they generously fund.
Matching Gifts: Many companies offer matching gift programs for their employees. If you were already considering giving to Clarendon College, check with your employer to determine if they will match your donation. Contact your employer’s human resources office about ways to double or even triple the impact of your gift to Clarendon College. Please forward the completed form immediately to allow for timely processing.
ACADEMIC ADVISING
Clarendon College considers academic advising essential to student success. The goal of the advisors is to help students identify their goals, and to help students achieve those goals. As a returning, current, or prospective student, it's important to build a relationship with an academic advisor. An advisor can help you create an academic plan by helping you select appropriate courses and create a class schedule for Fall, Spring, or Summer semesters. An advisor can help you achieve your academic goals.
An advisor can assist you in other ways, as well. They can help you with the following:
Choose the degree, (Associate in Arts or in Science or in Applied Science) or a Certificate offered at Clarendon College that will best meet your goals.
Plan to transfer to another college or university.
Learn about other resources to help achieve your academic goal, such as tutoring or study groups.
Advise on how to raise your GPA if you are on academic probation.
Assist with employment and career choices.
Academic advisors are available to meet with you throughout the year- not just at registration time.
Most importantly, during peak advising times (just before and during registration), if possible, it's best to meet with an advisor in person to review your degree plan and course selection.
If you are an online student and meeting with an advisor is not possible then please e-mail or call your advisor for assistance.
COUNSELING SERVICES
Clarendon College has staff who help students make educational and career decisions, select courses, adjust to college life, understand transfer requirements, improve study skills, and develop personally and socially. Information concerning employment opportunities in various fields is available. For the student who intends to pursue a four-year program, online resources are available. The faculty advisors and the college counselor are available to all students in person as well as via telephone and e-mail. The staff promotes student success with a focus on student retention and completion through academic advisement, placement, career guidance, and follow-up services at Clarendon College. Student success is provided by the advising staff in the following areas:
academic advisement to examine appropriate choices of courses, educational plans, study skills, and transferability of courses
confidential personal counseling to make adjustments and life decisions about personal careers
career assessment
providing strategies to ensure a successful pathway from high school to college and to transfer or career pathways
Note on Counseling: Clarendon College does not offer counseling regarding mental health issues. The College offers the following online resources for students: ULifeline, and Go Ask Alice! (Both links are separate from the Clarendon College website) For more information, contact Janean Reish, via e-mail or by phone at (806) 874-4837.
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By implementing best practices and our extensive specialized knowledge, we free you up to focus on what you do best. We eliminate costly, unnecessary distractions and downtime, giving you the predictability and confidence you need to run your business.Clarendon College provides non-credit Continuing Education courses to businesses on a contract basis. CC also offers Continuing Education courses to the public. Accredited by the Southern Association of Colleges and Schools and approved by the Texas Higher Education Coordinating Board, CC awards Continuing Education Units (CEUs). CEUs are awarded by hours of instruction.
Registration
Registration for Continuing Education courses in on-going, continuing until a course is filled or until it begins.
To register by mail, complete the CE form and mail to the Continuing Education clerk, along with a check or money order for the full amount of tuition and fees.
To register in person, stop by the Clarendon College Pampa Center at 1601 W. Kentucky in Pampa, Texas. Normal business hours are Monday through Thursday, 8 a.m. to 4:30 p.m. and Friday 8 a.m. to 4 p.m.
Refunds
Clarendon College Continuing Education Department refund policy is: 100% prior to the weekday before the first class day.
If the class is canceled by Clarendon College, the refund will also be 100%.
Classes that are ONE day long must be dropped before the class starts for any type of refund.
Clarendon College awards a number of academic and general institutional scholarships. To apply for an academic scholarship a student should have a GPA of 3.0 or better (on a 4.0 scale). Interested students should submit a scholarship application accompanied by two letters of reference and a copy of the most recent high school transcript and/ or college transcript. Applications are available through the Office of Financial Aid.
Activity/Departmental Scholarships
Scholarship awards are made by the director of each individual program.
Athletic Scholarships
An athletic scholarship may be awarded to any student-athlete in recognition of his/her athletic ability for the following sports: men’s and women’s basketball, rodeo, ranch horse, men’s baseball, women’s softball, women’s volleyball.
Athletic Grants-in-aid are awarded by head coach of the sport. Initial awards amounts are determined by the head coach but may be limited or reduced due to aid determination. Student athletes must be regularly admitted students and must meet all eligibility and ranking criteria as set forth in the College Catalog. Student athletes must complete a FAFSA or TASFA (if applicable) and have a Student Aid Report on file at the College. All official transcripts must be submitted to Clarendon College before any Title IV aid is awarded.
Judging Scholarships
Clarendon College features livestock, meats and equine judging teams. Scholarships are awarded by the head coach but may be limited or reduced due to aid determinations. Student must be regularly admitted students and must meet all eligibility requirements. A FAFSA or TASFA must be completed and a Student Aid Report must be on file at Clarendon College.
CLARENDON COLLEGE NAMED AND ENDOWED SCHOLARSHIPS
Named and endowed scholarships may be based on academic achievement, need, and/or other requirements as stipulated by the scholarship donor. For more information on the individual scholarships listed below and/or to receive an application, please see the Clarendon College website. CC scholarships and other financial aid will be awarded through the Office of Financial Aid.
The following named or endowed scholarships are available at Clarendon College:
Pat Steinbrugge Memorial Scholarship – Available to two students per semester. Recipients must be a high school graduate with 3.0 GPA on 4.0 scale, must be considered financially needy, reside within 80 miles of Clarendon, and enroll full-time.
Malouf and Iris Abraham Business Scholarship - Available to students attending Clarendon College and majoring in business.
Elba S. Ballew Memorial Scholarship - Awarded to students in the Agriculture Department.
Edith Ballew Memorial Scholarship - Available to students attending Clarendon College who are majoring in Education. Award criteria includes academic excellence and financial need.
Barnes Trust Scholarship - Available to students attending Clarendon College who have been diagnosed with dyslexia.
M. K. Brown Endowed Scholarship - Awarded to Gray County students.
Carson County Waiver for Dual Credit- Open to any student taking dual credit courses at a Carson County high school through Clarendon College.
Dusty E. Burleson Memorial Scholarship - Available to students attending Clarendon College and enrolled in the Ranch and Feedlot Operations Program.
Kirk Robert Burns Endowed Scholarship Fund - To be awarded to a student in the Ranch and Feedlot Operation Program.
Clarendon College General Scholarship Fund - To be awarded to any deserving student in need of financial aid.
Clarendon Outdoor Entertainment Association - Available to a student exhibiting ability, personal character, and financial need.
Cultural Affairs Scholarship - Available to students attending Clarendon College in the Fine Arts Department (Art, Drama, and Music).
Development Endowment Scholarship - Available to all students (in any field of study) attending Clarendon College.
Dr. Charles E. Deyhle, Sr. Scholarship - Available to full-time students attending Clarendon College who have an agriculture background and who have maintained a “B” average in high school. The recipient must also reside in a college residence hall.
Donley County Waiver for Dual Credit– Open to any Donley county resident who is enrolled in dual credit courses. These students will pay for 3 Semester Credit Hours of face to face tuition per semester and Clarendon College will waive any hours greater than that in a semester.
Donley County Tuition Cap– Open to any Donley County resident who is taking courses at Clarendon College. These students will have their tuition capped at 12 semester credit hours per semester. Any hours above 12 will be covered by a waiver.