Student Achievement - Anderson University
Source: https://andersonuniversity.edu/student-achievement
Archived: 2026-04-23 17:10
Student Achievement - Anderson University
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Student Achievement
Anderson University
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
institution uses multiple measures to document student success.
Anderson’s mission statement and community values affirm the importance of both the liberal arts and
professional preparation.
Anderson University is an academic community affiliated with the South Carolina Baptist
Convention. It provides a competitive education in the liberal arts, professional, and graduate
disciplines, and a co-curricular focus on the development of character, servant leadership, and
cultural engagement. This is a diverse community that is intentionally Christ-centered, people-
focused, student-oriented, quality-driven, and future-directed (Mission Statement).
Anderson University seeks to equip men and women to have the skills, knowledge, and
dispositions to impact their communities and the world through their professional contributions
and spiritual gifts. (Commitment to Servant Leadership).
Anderson University is a student-oriented community where our core process is teaching and
learning aimed at the development of graduates of disciplined intelligence, competence,
character, and faith. (Commitment to Students).
We offer a variety of majors and concentrations in both the liberal arts and the professional
disciplines. All programs provide the student with a rigorous and engaging learning experiences
that emphasizes the knowledge, intellectual skills, and conceptual frameworks central to the
discipline.
(Commitment to the Liberal Arts).
In keeping with its mission and community values, the university is committed to the success of its
students. As such, the university
identifies, evaluates, and publishes goals and outcomes for student
achievement and uses multiple measures to document student success.
Achievement Outcome 1: Retention Rate
The university expects first-time, full-time (FTFT) undergraduates to successfully progress to their second year of academic study. To assess this outcome, the university relies on the retention data reported to the South Carolina Independent Colleges and Universities (SCICU) and the Integrated Post-Secondary Educational Data System (IPEDS) of the U.S. Department of Education.
The university’s retention goal is two-fold. First, that the university’s retention rate meets or exceeds
that of its fellow South Carolina Independent Colleges and Universities (SCICU). The second retention
goal is that the university’s retention rate meets or exceeds that of its IPEDS-defined peer group.
FTFT Retention Rate Comparisons
Fall Cohort Year
AU
SCICU Means
IPEDS Peer Group
2022
82%
not yet available
not yet available
2021
81%
not yet available
not yet available
2020
85%
68%
78%
2019
84%
67%
81%
2018
80%
67%
82%
2017
79%
66%
81%
2016
75%
67%
78%
As the most recent available data demonstrate, the university is meeting its retention goals. In addition,
it is worth noting that the university has made incremental improvement in its retention rate over the
last 15 years and is committed to further improvement.
Historical FTFT Retention Rate
Year
Enrolled
2022
82%
2021
81%
2020
86%
2019
84%
2018
80%
2017
79%
2016
75%
2015
74%
2014
76%
2013
76%
2012
76%
2011
72%
2010
74%
2009
63%
2008
62%
Achievement Outcome 2: Graduation Rate
The university expects first-time, full-time undergraduates to successfully complete their program of
study. To assess this outcome, the university relies on the retention data reported to the South Carolina
Independent Colleges and Universities (SCICU) and the Integrated Post-Secondary Educational Data
System (IPEDS) of the U.S. Department of Education.
The university’s graduation rate goal is two-fold. First, that the university’s graduation rate meets or
exceeds that of its fellow South Carolina Independent Colleges and Universities (SCICU). The second
graduation rate goal is that the university’s rate meets or exceeds that of its IPEDS-defined peer group.
Six-year Graduation Rate
Fall Cohort Year
AU
SCICU
IPEDS Peer Group Mean
2017
66%
not yet available
not yet available
2016
60%
not yet available
not yet available
2015
64%
49%
68%
2014
57%
50%
67%
2013
67%
49%
66%
2012
59%
51%
61%
2011
57%
49%
58%
As the most recent available data demonstrate, the university is partially meeting its graduation rate
goals. AU consistently exceeds the SCICU peer mean but has
not yet met the goal of meeting or
exceeding the six-year graduation rate of its IPEDS peer group.
Graduation Rate Improvement Initiatives
The university has implemented initiatives to improve the graduation rate and
has been successful in
making incremental improvement in its rate over the last several years.
Historical Six-Year Graduation Rate
FTFT Fall Cohort
FTFT Six-Year Graduation Rate
2017
66%
2016
60%
2015
64%
2014
57%
2013
67%
2012
59%
2011
57%
2010
53%
2009
48%
2008
51%
2007
41%
2006
48%
2005
48%
Most initiatives to improve the graduation rate have been focused on improving the FTFT retention rate.
The underlying assumption is that by improving the retention rate, the subsequent graduation rate will
also improve. Although this relationship is not perfect, the assumption is valid. With a strong correlation
(r=.798), improvement in the university’s retention rate has been accompanied by an improvement in
the graduation rate.
FTFT Cohort Retention and Graduation Rates
Fall Cohort Year
AU Retention Rate
Six-Year Grad Rate
2022
82%
not yet available
2021
81%
not yet available
2020
86%
not yet available
2019
84%
not yet available
2018
80%
not yet available
2017
79%
66%
2016
75%
60%
2015
74%
64%
2014
76%
57%
2013
76%
67%
2012
76%
59%
2011
72%
57%
2010
74%
53%
2009
63%
48%
2008
62%
51%
Achievement Outcome 3: Professional Preparation
The university expects graduates will be prepared to enter their chosen profession. To assess this
outcome, the university relies on two measures. For academic programs that include a certification or
license examination to enter the profession, the university tracks the exam pass rate. The goal for these
assessments is that the university’s pass rate will exceed the rate required by the
certification/licensure/accreditation organization.
A second measure of the professional preparation outcome is the university’s senior survey. Each spring,
AU surveys the graduating class. The survey aims to gauge students’ confidence in their ability regarding
the university’s general education outcomes. It also asks two questions regarding their satisfaction with
career preparedness and readiness for graduate studies.
The data provide insight into students’
confidence in these areas.
This is an indirect measure of student achievement and does not have
normative comparative data. However, the university employs the following “rule of thumb” for survey
response data.
90%+ agreement/satisfaction: meeting expectations, no remedial action is necessary.
80-89% agreement/satisfaction: somewhat below expectations, remedial action may be
necessary if results are consistent over multiple years.
<80% agreement/satisfaction: below expectations, further investigation is necessary and
remedial action may be necessary.
Certification/Licensure Examination – Undergraduate Nursing BSN
Graduates of the Bachelor of Science in Nursing (BSN) degree must pass the
National Council Licensure
Examination (NCLEX) to gain licensure.
The Commission on Collegiate Nursing Education (CCNE) requires
an institutional pass rate of 80% for the program to be in good standing and the
South Carolina State
Board of Nursing requires that the university stay within 5% of the national average.
Anderson
consistently exceeds these standards.
Bachelor of Science in Nursing (BSN)
National Council Licensure Examination (NCLEX)
Program Good Standing = 80%
Year
AU Attempted
AU Passed
AU Pass Rate
National Pass Rate
2023
69
67
97%
85%
2022
66
61
92%
79%
2021
65
57
88%
80%
2020
70
66
94%
91%
2019
71
68
96%
91%
Certification/Licensure Examination – Graduate Nursing MSN and DNP
Graduates of the Master of Science in Nursing (MSN) and the Doctor of Nurse Practitioner (DNP) degree
programs must pass the
American Academy of Nurse Practitioners Certification exam to gain licensure.
The Commission on Collegiate Nursing Education (CCNE) requires an institutional pass rate of 80% for
the program to be in good standing. Anderson consistently exceeds this standard.
Graduate Nursing Programs
Master of Science in Nursing, Doctor of Nursing Practice
American Academy of Nurse Practitioners Certification exam
Program Good Standing = 80%
Year
Program
AU Attempted
AU Passed
AU Pass Rate
CCNE National Pass Rate
2023
MSN
DPT
15
2
14
2
94%
not available
2022
MSN
DPT
10
5
10
5
100%
74%
2021
MSN
DPT
12
3
9
3
80%
84%
2020
MSN
DPT
15
6
14
6
95%
85%
2019
MSN
DPT
13
4
12
3
88%
86%
Psychiatric Mental Health Nurse Practitioner (MSN, DNP, and Post-Master’s Certifcate)
Graduates of the Psychiatric Mental Health Nurse Practitioner degree programs must pass the
American
Nurses Credentialing Center exam to gain licensure.
The Commission on Collegiate Nursing Education
(CCNE) requires an institutional pass rate of 80% for the program to be in good standing. Anderson
consistently exceeds this standard.
Psychiatric Mental Health Nurse Practitioner
Master of Science in Nursing, Doctor of Nursing Practice, Post-Master’s Certificate
American Nurses Credentialing Center Exam Results
Program Good Standing = 80%
Year
Program
AU Attempted
AU Passed
AU Pass Rate
CCNE National Pass Rate
2023
MSN
DPT
Certificate
14
2
3
14
2
3
100%
not available
2022
MSN
DPT
Certificate
7
1
5
9
1
5
87%
91%
2021
MSN
DPT
Certificate
11
0
3
12
n/a
3
93%
not available
2020
MSN
DPT
Certificate
6
0
7
6
n/a
7
100%
not available
2019
MSN
DPT
Certificate
11
0
5
11
n/a
5
100%
86%
Physical Therapy (DPT)
Graduates of the Doctor of Physical Therapy (DPT) degree program must pass the
National Physical
Therapy Examination (NPTE) to gain licensure. The Commission on Accreditation in Physical Therapy
Education (CAPTE) requires an institutional pass rate of 85% for the program to be in good standing.
Anderson exceeded this standard for its first two graduating cohorts. Data for 2023 are not yet available.
Doctor of Physical Therapy Program Completers
National Physical Therapy Examination Results
Program Good Standing = 80%
Year
AU Attempted
AU Passed
AU Pass Rate
NPTE National Pass Rate
2022
27
25
93%
85%
2021
28
27
96%
89%
Master of Education in Administration and Supervision
Graduates of the Master of Education in Administration and Supervision degree program must pass the
appropriate Educational Testing Services Praxis Test to be certified. The accreditation body, the Council
for the Accreditation of Educator Preparation (CAEP) requires a minimum institutional pass rate of 80%
on the relevant test(s) for the program to be in good standing. The university
consistently exceeds this
standard.
MEdAS Program Completers
Educational Leadership: Administration and Supervision (Test 5412)
Program Good Standing = 80%
Period
Number Taking Assessment
Number Passing Assessment
AU Pass Rate
2022-23
21
21
100%
2021-22
34
34
100%
2020-21
33
33
100%
2019-20
24
24
100%
Undergraduate Teacher Certification Programs
Graduates of the undergraduate teacher certification programs must pass the appropriate Educational
Testing Services Praxis Test(s) to be certified. The accreditation body, the Council for the Accreditation
of Educator Preparation (CAEP) requires a minimum institutional pass rate of 80% on the relevant test(s)
for the program to be in good standing. With two exceptions, the university
exceeded these standards on all Praxis exams over the three-year period. (Note: ETS does not provide pass rate data on tests with fewer than 10 attempts.)
The two tests identified as being under the 80% were being transitioned at the state level so students
had the option to retake the older test OR to take the new test.
The students who did not pass opted to
take the new test.
Therefore, the institutional pass rate for the certification area (in this case
Elementary Education) was actually significantly higher (around 95%)
Educational Testing Services Praxis Tests
Program Good Standing = 80%
Art Content & Analysis (5135)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
5
78%
20-21
6
89%
19-20
6
96%
Early Childhood Education (5025)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
26
26
100%
99%
20-21
26
26
100%
98%
19-20
2
100%
Early of Young Children (5024)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
7
92%
20-21
14
14
100%
96%
19-20
38
37
97%
97%
Elementary Education CKT : Mathmatics (7813)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
11
8
73%
92%
20-21
3
99%
19-20
1
91%
Elementary Education CKT: Reading Language Arts (7812)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
10
7
70%
93%
20-21
2
98%
19-20
Elementary Education CKT: Science (7814)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
12
10
83%
98%
20-21
0
99%
19-20
0
90%
Elementary Education CKT: Social Studies (7815)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
10
9
90%
94%
20-21
4
97%
19-20
6
89%
Elementary Education Multiple Subject Mathematics (5003)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
60
59
98%
97%
20-21
54
53
98%
97%
19-20
57
57
100%
99%
Elementary Education Multiple Subject Reading Language Arts (5002)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
61
60
98%
97%
20-21
55
54
98%
97%
19-20
58
58
100%
99%
Elementary Education Multiple Subject Sciences (5005)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
59
58
98%
97%
20-21
55
52
95%
97%
19-20
55
55
100%
99%
Elementary Education Multiple Subject Social Studies (5004)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
61
60
98%
95%
20-21
53
50
94%
95%
19-20
52
51
98%
97%
English Language Arts: Content and Analysis (5039)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
1
97%
20-21
2
95%
19-20
13
12
92%
97%
English Language Arts: CK (5038)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
8
98%
20-21
6
97%
19-20
Mathematics Content Knowledge (5161)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
2
90%
20-21
4
100%
19-20
5
100%
Music Content & Instruction (5114)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
7
77%
20-21
6
86%
19-20
6
84%
Principles of Learning and Teaching: 5-9 (5623)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
1
96%
20-21
0
99%
19-20
5
98%
Principles of Learning and Teaching: 7-12 (5624)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
24
21
88%
97%
20-21
27
27
100%
99%
19-20
24
23
96%
99%
Principles of Learning and Teaching: Early Childhood (5621)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
14
13
93%
96%
20-21
22
22
100%
97%
19-20
21
21
100%
98%
Principles of Learning and Teaching: K-6 (5622)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
82
80
98%
97%
20-21
80
79
99%
97%
19-20
73
71
97%
98%
Special Education CK & Mild to Moderate Application (5543)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
7
99%
20-21
16
16
100%
99%
19-20
10
10
100%
100%
Special Education Core Knowledge & Application (5354)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
4
98%
20-21
3
100%
19-20
2
100%
Special Education Teaching Students with Learning Disabilities (5383)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
4
97%
20-21
3
100%
19-20
2
100%
Social Studies Content & Interpretation (5086)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
6
88%
20-21
9
97%
19-20
4
94%
Senior Survey
A second measure of the professional preparation outcome is the university’s senior survey. In most
years,
AU surveys the graduating class during the spring semester. The survey is used to determine
students’ confidence in their ability regarding the university’s general education outcomes. It also asks
two questions regarding their satisfaction with career preparedness and readiness for graduate studies.
The data provide insight into students’ confidence in these areas.
This is an indirect measure of student
achievement and does not have normative comparative data. However, the university employs the
following “rule of thumb” for survey response data.
90%+ agreement/satisfaction: meeting expectations, no remedial action is necessary.
80-89% agreement/satisfaction: somewhat below expectations, remedial action may be
necessary if results are consistent over multiple years.
<80% agreement/satisfaction: below expectations, further investigation is necessary and
remedial action may be necessary.
As the data demonstrate, graduating seniors constantly express a high degree of satisfaction with the
quality of preparation they received for graduate school and employment.
Senior Survey Results
Percent of Students Rating Their Satisfaction as “Very Satisfied” or “Satisfied”
Term
Quality of Preparation for Graduate School
Quality of Preparation for Employment
Spring 2022
96% (144/151)
95% (179/188)
Spring 2021
95% (179/188)
93% (206/221)
Spring 2019
92% (180/196)
93% (183/196)
Achievement Outcome 4: Transition to Employment or Further Education
The university expects graduates will successfully transition to employment or further education. To
assess this outcome, the university relies on data from the First Destination Survey (FDS). The FDS is an
ongoing research endeavor sponsored by the National Association of Colleges and Employers (NACE).
The university administers the FDS during students’ final semester with follow-up one to two months
following graduation.
Beginning in 2018, results were disaggregated and data from NACE were used for comparison purposes.
The goal is for the university’s results to meet or exceed that of the comparison groups. Prior to 2018,
results combined data from undergraduate and graduate degree programs. During that period, the
university’s goal for combined employment and graduate school placement was 60% or above. From
2009-2016 that goal was met for all but two years.
First Destination Survey Results
AU Undergraduate
Programs
Semester
Graduates Surveyed
Respondents
Response Rate
Employed
FT/PT
Attending Graduate School
Percent Employed
or Attending
Graduate School
May 2023
400
140
35%
93
29
87%
Dec. 2022
146
63
43%
43
7
79%
May 2022
452
276
61%
206
47
92%
Dec. 2021
160
43
27%
32
6
88%
May 2021
Data Unavailable
Data Unavailable
Data Unavailable
Data Unavailable
Data Unavailable
Data Unavailable
Dec. 2020
139
48
35%
20
4
50%
May 2020
448
198
44%
106
29
68%
Dec. 2019
145
56
39%
38
6
79%
May 2019
473
200
42%
103
31
67%
Dec. 2018
84
25
30%
13
6
76%
AU Undergraduate Programs : NACE Comparisons Means
Semester
Percent Employed
or Attending
Graduate School
Southeastern
Region
Nat’l Private
Institutions
Nat’l with
Enrollment:
2,500 – 5,000
All Nat’l
May 2023
Dec. 2022
85%
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
May 2022
Dec. 2021
91%
84%
93%
91%
86%
May 2021
Dec. 2020
n/a
82%
92%
90%
84%
May 2020
Dec. 2019
88%
84%%
89%
90%
82%
May 2019
Dec. 2018
93%
85%
92%
90%
86%
AU Graduate
Programs
Semester
Graduates Surveyed
Respondents
Response Rate
Employed
FT/PT
Attending Graduate School
Percent Employed
or Attending
Graduate School
May 2023
117
28
24%
27
1
100%
Dec. 2022
114
32
28%
23
1
75%
May 2022
112
35
31%
29
2
89%
Dec. 2021
144
44
31%
31
4
80%
May 2021
88
26
30%
24
0
92%
Dec. 2020
117
49
42%
40
1
84%
May 2020
64
26
41%
23
2
96%
Dec. 2019
113
40
35%
31
2
83%
May 2019
96
33
34%
31
1
97%
Dec. 2018
90
26
29%
23
0
88%
AU Graduate Programs : NACE Comparisons Means
Semester
Percent Employed
or Attending
Graduate School
Southeastern
Region
Nat’l Private
Institutions
Nat’l with
Enrollment:
2,500 – 5,000
All Nat’l
May 2023
Dec. 2022
87%
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
May 2022
Dec. 2021
81%
86%
94%
94%
90%
May 2021
Dec. 2020
87%
84%
92%
94%
88%
May 2020
Dec. 2019
88%
84%
89%
90%
86%
May 2019
Dec. 2018
93%
85%
92%
94%
89%
Historical Results*
First Destination Survey
Period
Graduates Surveyed
Respondents
Response Rate
Employed
Attending Graduate School
Percent Employed
or Attending
Graduate School
2016
493
309
63%
231
78
63%
2015
455
348
76%
293
55
77%
2014
466
287
62%
233
54
62%
2013
367
174
47%
137
44
47%
2012
360
245
68%
195
50
68%
2011
317
192
61%
122
70
61%
2010
293
209
71%
131
78
71%
2009
322
152
47%
104
48
47%
*Results during this period include both undergraduate and graduate populations.
National Survey of Student Engagement©
An incidental measure of employment readiness is worth noting. As part of the university’s Quality
Enhancement Plan (QEP), AU administered the National Survey of Student Engagement© (NSSE)
during
spring 2023
(Senior
Response Rate = 33.7%, n=224/665).
As part of NSSE, AU also administered a
supplemental survey, the Career & Workforce Preparation Survey. AU’s results were compared to a peer
group of 11 Southeast, Private, Not-for-Profit institutions with enrollment between 1,000-5,000.
Although the Career & Workforce Preparation Survey is not an ongoing part of the university’s
assessment of student achievement, the results from the 2023 administration support the assertion that
AU’s graduates are adequately prepared for employment. AU seniors scored equal to or greater than
students in the peer group on all 42 items. Specifically, AU scored statistically higher on 25 of the 42
items and equal on 17 of the items.
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Student Achievement
Anderson University
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
institution uses multiple measures to document student success.
Anderson’s mission statement and community values affirm the importance of both the liberal arts and
professional preparation.
Anderson University is an academic community affiliated with the South Carolina Baptist
Convention. It provides a competitive education in the liberal arts, professional, and graduate
disciplines, and a co-curricular focus on the development of character, servant leadership, and
cultural engagement. This is a diverse community that is intentionally Christ-centered, people-
focused, student-oriented, quality-driven, and future-directed (Mission Statement).
Anderson University seeks to equip men and women to have the skills, knowledge, and
dispositions to impact their communities and the world through their professional contributions
and spiritual gifts. (Commitment to Servant Leadership).
Anderson University is a student-oriented community where our core process is teaching and
learning aimed at the development of graduates of disciplined intelligence, competence,
character, and faith. (Commitment to Students).
We offer a variety of majors and concentrations in both the liberal arts and the professional
disciplines. All programs provide the student with a rigorous and engaging learning experiences
that emphasizes the knowledge, intellectual skills, and conceptual frameworks central to the
discipline.
(Commitment to the Liberal Arts).
In keeping with its mission and community values, the university is committed to the success of its
students. As such, the university
identifies, evaluates, and publishes goals and outcomes for student
achievement and uses multiple measures to document student success.
Achievement Outcome 1: Retention Rate
The university expects first-time, full-time (FTFT) undergraduates to successfully progress to their second year of academic study. To assess this outcome, the university relies on the retention data reported to the South Carolina Independent Colleges and Universities (SCICU) and the Integrated Post-Secondary Educational Data System (IPEDS) of the U.S. Department of Education.
The university’s retention goal is two-fold. First, that the university’s retention rate meets or exceeds
that of its fellow South Carolina Independent Colleges and Universities (SCICU). The second retention
goal is that the university’s retention rate meets or exceeds that of its IPEDS-defined peer group.
FTFT Retention Rate Comparisons
Fall Cohort Year
AU
SCICU Means
IPEDS Peer Group
2022
82%
not yet available
not yet available
2021
81%
not yet available
not yet available
2020
85%
68%
78%
2019
84%
67%
81%
2018
80%
67%
82%
2017
79%
66%
81%
2016
75%
67%
78%
As the most recent available data demonstrate, the university is meeting its retention goals. In addition,
it is worth noting that the university has made incremental improvement in its retention rate over the
last 15 years and is committed to further improvement.
Historical FTFT Retention Rate
Year
Enrolled
2022
82%
2021
81%
2020
86%
2019
84%
2018
80%
2017
79%
2016
75%
2015
74%
2014
76%
2013
76%
2012
76%
2011
72%
2010
74%
2009
63%
2008
62%
Achievement Outcome 2: Graduation Rate
The university expects first-time, full-time undergraduates to successfully complete their program of
study. To assess this outcome, the university relies on the retention data reported to the South Carolina
Independent Colleges and Universities (SCICU) and the Integrated Post-Secondary Educational Data
System (IPEDS) of the U.S. Department of Education.
The university’s graduation rate goal is two-fold. First, that the university’s graduation rate meets or
exceeds that of its fellow South Carolina Independent Colleges and Universities (SCICU). The second
graduation rate goal is that the university’s rate meets or exceeds that of its IPEDS-defined peer group.
Six-year Graduation Rate
Fall Cohort Year
AU
SCICU
IPEDS Peer Group Mean
2017
66%
not yet available
not yet available
2016
60%
not yet available
not yet available
2015
64%
49%
68%
2014
57%
50%
67%
2013
67%
49%
66%
2012
59%
51%
61%
2011
57%
49%
58%
As the most recent available data demonstrate, the university is partially meeting its graduation rate
goals. AU consistently exceeds the SCICU peer mean but has
not yet met the goal of meeting or
exceeding the six-year graduation rate of its IPEDS peer group.
Graduation Rate Improvement Initiatives
The university has implemented initiatives to improve the graduation rate and
has been successful in
making incremental improvement in its rate over the last several years.
Historical Six-Year Graduation Rate
FTFT Fall Cohort
FTFT Six-Year Graduation Rate
2017
66%
2016
60%
2015
64%
2014
57%
2013
67%
2012
59%
2011
57%
2010
53%
2009
48%
2008
51%
2007
41%
2006
48%
2005
48%
Most initiatives to improve the graduation rate have been focused on improving the FTFT retention rate.
The underlying assumption is that by improving the retention rate, the subsequent graduation rate will
also improve. Although this relationship is not perfect, the assumption is valid. With a strong correlation
(r=.798), improvement in the university’s retention rate has been accompanied by an improvement in
the graduation rate.
FTFT Cohort Retention and Graduation Rates
Fall Cohort Year
AU Retention Rate
Six-Year Grad Rate
2022
82%
not yet available
2021
81%
not yet available
2020
86%
not yet available
2019
84%
not yet available
2018
80%
not yet available
2017
79%
66%
2016
75%
60%
2015
74%
64%
2014
76%
57%
2013
76%
67%
2012
76%
59%
2011
72%
57%
2010
74%
53%
2009
63%
48%
2008
62%
51%
Achievement Outcome 3: Professional Preparation
The university expects graduates will be prepared to enter their chosen profession. To assess this
outcome, the university relies on two measures. For academic programs that include a certification or
license examination to enter the profession, the university tracks the exam pass rate. The goal for these
assessments is that the university’s pass rate will exceed the rate required by the
certification/licensure/accreditation organization.
A second measure of the professional preparation outcome is the university’s senior survey. Each spring,
AU surveys the graduating class. The survey aims to gauge students’ confidence in their ability regarding
the university’s general education outcomes. It also asks two questions regarding their satisfaction with
career preparedness and readiness for graduate studies.
The data provide insight into students’
confidence in these areas.
This is an indirect measure of student achievement and does not have
normative comparative data. However, the university employs the following “rule of thumb” for survey
response data.
90%+ agreement/satisfaction: meeting expectations, no remedial action is necessary.
80-89% agreement/satisfaction: somewhat below expectations, remedial action may be
necessary if results are consistent over multiple years.
<80% agreement/satisfaction: below expectations, further investigation is necessary and
remedial action may be necessary.
Certification/Licensure Examination – Undergraduate Nursing BSN
Graduates of the Bachelor of Science in Nursing (BSN) degree must pass the
National Council Licensure
Examination (NCLEX) to gain licensure.
The Commission on Collegiate Nursing Education (CCNE) requires
an institutional pass rate of 80% for the program to be in good standing and the
South Carolina State
Board of Nursing requires that the university stay within 5% of the national average.
Anderson
consistently exceeds these standards.
Bachelor of Science in Nursing (BSN)
National Council Licensure Examination (NCLEX)
Program Good Standing = 80%
Year
AU Attempted
AU Passed
AU Pass Rate
National Pass Rate
2023
69
67
97%
85%
2022
66
61
92%
79%
2021
65
57
88%
80%
2020
70
66
94%
91%
2019
71
68
96%
91%
Certification/Licensure Examination – Graduate Nursing MSN and DNP
Graduates of the Master of Science in Nursing (MSN) and the Doctor of Nurse Practitioner (DNP) degree
programs must pass the
American Academy of Nurse Practitioners Certification exam to gain licensure.
The Commission on Collegiate Nursing Education (CCNE) requires an institutional pass rate of 80% for
the program to be in good standing. Anderson consistently exceeds this standard.
Graduate Nursing Programs
Master of Science in Nursing, Doctor of Nursing Practice
American Academy of Nurse Practitioners Certification exam
Program Good Standing = 80%
Year
Program
AU Attempted
AU Passed
AU Pass Rate
CCNE National Pass Rate
2023
MSN
DPT
15
2
14
2
94%
not available
2022
MSN
DPT
10
5
10
5
100%
74%
2021
MSN
DPT
12
3
9
3
80%
84%
2020
MSN
DPT
15
6
14
6
95%
85%
2019
MSN
DPT
13
4
12
3
88%
86%
Psychiatric Mental Health Nurse Practitioner (MSN, DNP, and Post-Master’s Certifcate)
Graduates of the Psychiatric Mental Health Nurse Practitioner degree programs must pass the
American
Nurses Credentialing Center exam to gain licensure.
The Commission on Collegiate Nursing Education
(CCNE) requires an institutional pass rate of 80% for the program to be in good standing. Anderson
consistently exceeds this standard.
Psychiatric Mental Health Nurse Practitioner
Master of Science in Nursing, Doctor of Nursing Practice, Post-Master’s Certificate
American Nurses Credentialing Center Exam Results
Program Good Standing = 80%
Year
Program
AU Attempted
AU Passed
AU Pass Rate
CCNE National Pass Rate
2023
MSN
DPT
Certificate
14
2
3
14
2
3
100%
not available
2022
MSN
DPT
Certificate
7
1
5
9
1
5
87%
91%
2021
MSN
DPT
Certificate
11
0
3
12
n/a
3
93%
not available
2020
MSN
DPT
Certificate
6
0
7
6
n/a
7
100%
not available
2019
MSN
DPT
Certificate
11
0
5
11
n/a
5
100%
86%
Physical Therapy (DPT)
Graduates of the Doctor of Physical Therapy (DPT) degree program must pass the
National Physical
Therapy Examination (NPTE) to gain licensure. The Commission on Accreditation in Physical Therapy
Education (CAPTE) requires an institutional pass rate of 85% for the program to be in good standing.
Anderson exceeded this standard for its first two graduating cohorts. Data for 2023 are not yet available.
Doctor of Physical Therapy Program Completers
National Physical Therapy Examination Results
Program Good Standing = 80%
Year
AU Attempted
AU Passed
AU Pass Rate
NPTE National Pass Rate
2022
27
25
93%
85%
2021
28
27
96%
89%
Master of Education in Administration and Supervision
Graduates of the Master of Education in Administration and Supervision degree program must pass the
appropriate Educational Testing Services Praxis Test to be certified. The accreditation body, the Council
for the Accreditation of Educator Preparation (CAEP) requires a minimum institutional pass rate of 80%
on the relevant test(s) for the program to be in good standing. The university
consistently exceeds this
standard.
MEdAS Program Completers
Educational Leadership: Administration and Supervision (Test 5412)
Program Good Standing = 80%
Period
Number Taking Assessment
Number Passing Assessment
AU Pass Rate
2022-23
21
21
100%
2021-22
34
34
100%
2020-21
33
33
100%
2019-20
24
24
100%
Undergraduate Teacher Certification Programs
Graduates of the undergraduate teacher certification programs must pass the appropriate Educational
Testing Services Praxis Test(s) to be certified. The accreditation body, the Council for the Accreditation
of Educator Preparation (CAEP) requires a minimum institutional pass rate of 80% on the relevant test(s)
for the program to be in good standing. With two exceptions, the university
exceeded these standards on all Praxis exams over the three-year period. (Note: ETS does not provide pass rate data on tests with fewer than 10 attempts.)
The two tests identified as being under the 80% were being transitioned at the state level so students
had the option to retake the older test OR to take the new test.
The students who did not pass opted to
take the new test.
Therefore, the institutional pass rate for the certification area (in this case
Elementary Education) was actually significantly higher (around 95%)
Educational Testing Services Praxis Tests
Program Good Standing = 80%
Art Content & Analysis (5135)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
5
78%
20-21
6
89%
19-20
6
96%
Early Childhood Education (5025)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
26
26
100%
99%
20-21
26
26
100%
98%
19-20
2
100%
Early of Young Children (5024)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
7
92%
20-21
14
14
100%
96%
19-20
38
37
97%
97%
Elementary Education CKT : Mathmatics (7813)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
11
8
73%
92%
20-21
3
99%
19-20
1
91%
Elementary Education CKT: Reading Language Arts (7812)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
10
7
70%
93%
20-21
2
98%
19-20
Elementary Education CKT: Science (7814)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
12
10
83%
98%
20-21
0
99%
19-20
0
90%
Elementary Education CKT: Social Studies (7815)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
10
9
90%
94%
20-21
4
97%
19-20
6
89%
Elementary Education Multiple Subject Mathematics (5003)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
60
59
98%
97%
20-21
54
53
98%
97%
19-20
57
57
100%
99%
Elementary Education Multiple Subject Reading Language Arts (5002)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
61
60
98%
97%
20-21
55
54
98%
97%
19-20
58
58
100%
99%
Elementary Education Multiple Subject Sciences (5005)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
59
58
98%
97%
20-21
55
52
95%
97%
19-20
55
55
100%
99%
Elementary Education Multiple Subject Social Studies (5004)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
61
60
98%
95%
20-21
53
50
94%
95%
19-20
52
51
98%
97%
English Language Arts: Content and Analysis (5039)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
1
97%
20-21
2
95%
19-20
13
12
92%
97%
English Language Arts: CK (5038)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
8
98%
20-21
6
97%
19-20
Mathematics Content Knowledge (5161)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
2
90%
20-21
4
100%
19-20
5
100%
Music Content & Instruction (5114)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
7
77%
20-21
6
86%
19-20
6
84%
Principles of Learning and Teaching: 5-9 (5623)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
1
96%
20-21
0
99%
19-20
5
98%
Principles of Learning and Teaching: 7-12 (5624)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
24
21
88%
97%
20-21
27
27
100%
99%
19-20
24
23
96%
99%
Principles of Learning and Teaching: Early Childhood (5621)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
14
13
93%
96%
20-21
22
22
100%
97%
19-20
21
21
100%
98%
Principles of Learning and Teaching: K-6 (5622)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
82
80
98%
97%
20-21
80
79
99%
97%
19-20
73
71
97%
98%
Special Education CK & Mild to Moderate Application (5543)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
7
99%
20-21
16
16
100%
99%
19-20
10
10
100%
100%
Special Education Core Knowledge & Application (5354)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
4
98%
20-21
3
100%
19-20
2
100%
Special Education Teaching Students with Learning Disabilities (5383)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
4
97%
20-21
3
100%
19-20
2
100%
Social Studies Content & Interpretation (5086)
Period
AU Attempted
AU Passed
AU Pass Rate
SC Pass Rate
21-22
6
88%
20-21
9
97%
19-20
4
94%
Senior Survey
A second measure of the professional preparation outcome is the university’s senior survey. In most
years,
AU surveys the graduating class during the spring semester. The survey is used to determine
students’ confidence in their ability regarding the university’s general education outcomes. It also asks
two questions regarding their satisfaction with career preparedness and readiness for graduate studies.
The data provide insight into students’ confidence in these areas.
This is an indirect measure of student
achievement and does not have normative comparative data. However, the university employs the
following “rule of thumb” for survey response data.
90%+ agreement/satisfaction: meeting expectations, no remedial action is necessary.
80-89% agreement/satisfaction: somewhat below expectations, remedial action may be
necessary if results are consistent over multiple years.
<80% agreement/satisfaction: below expectations, further investigation is necessary and
remedial action may be necessary.
As the data demonstrate, graduating seniors constantly express a high degree of satisfaction with the
quality of preparation they received for graduate school and employment.
Senior Survey Results
Percent of Students Rating Their Satisfaction as “Very Satisfied” or “Satisfied”
Term
Quality of Preparation for Graduate School
Quality of Preparation for Employment
Spring 2022
96% (144/151)
95% (179/188)
Spring 2021
95% (179/188)
93% (206/221)
Spring 2019
92% (180/196)
93% (183/196)
Achievement Outcome 4: Transition to Employment or Further Education
The university expects graduates will successfully transition to employment or further education. To
assess this outcome, the university relies on data from the First Destination Survey (FDS). The FDS is an
ongoing research endeavor sponsored by the National Association of Colleges and Employers (NACE).
The university administers the FDS during students’ final semester with follow-up one to two months
following graduation.
Beginning in 2018, results were disaggregated and data from NACE were used for comparison purposes.
The goal is for the university’s results to meet or exceed that of the comparison groups. Prior to 2018,
results combined data from undergraduate and graduate degree programs. During that period, the
university’s goal for combined employment and graduate school placement was 60% or above. From
2009-2016 that goal was met for all but two years.
First Destination Survey Results
AU Undergraduate
Programs
Semester
Graduates Surveyed
Respondents
Response Rate
Employed
FT/PT
Attending Graduate School
Percent Employed
or Attending
Graduate School
May 2023
400
140
35%
93
29
87%
Dec. 2022
146
63
43%
43
7
79%
May 2022
452
276
61%
206
47
92%
Dec. 2021
160
43
27%
32
6
88%
May 2021
Data Unavailable
Data Unavailable
Data Unavailable
Data Unavailable
Data Unavailable
Data Unavailable
Dec. 2020
139
48
35%
20
4
50%
May 2020
448
198
44%
106
29
68%
Dec. 2019
145
56
39%
38
6
79%
May 2019
473
200
42%
103
31
67%
Dec. 2018
84
25
30%
13
6
76%
AU Undergraduate Programs : NACE Comparisons Means
Semester
Percent Employed
or Attending
Graduate School
Southeastern
Region
Nat’l Private
Institutions
Nat’l with
Enrollment:
2,500 – 5,000
All Nat’l
May 2023
Dec. 2022
85%
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
May 2022
Dec. 2021
91%
84%
93%
91%
86%
May 2021
Dec. 2020
n/a
82%
92%
90%
84%
May 2020
Dec. 2019
88%
84%%
89%
90%
82%
May 2019
Dec. 2018
93%
85%
92%
90%
86%
AU Graduate
Programs
Semester
Graduates Surveyed
Respondents
Response Rate
Employed
FT/PT
Attending Graduate School
Percent Employed
or Attending
Graduate School
May 2023
117
28
24%
27
1
100%
Dec. 2022
114
32
28%
23
1
75%
May 2022
112
35
31%
29
2
89%
Dec. 2021
144
44
31%
31
4
80%
May 2021
88
26
30%
24
0
92%
Dec. 2020
117
49
42%
40
1
84%
May 2020
64
26
41%
23
2
96%
Dec. 2019
113
40
35%
31
2
83%
May 2019
96
33
34%
31
1
97%
Dec. 2018
90
26
29%
23
0
88%
AU Graduate Programs : NACE Comparisons Means
Semester
Percent Employed
or Attending
Graduate School
Southeastern
Region
Nat’l Private
Institutions
Nat’l with
Enrollment:
2,500 – 5,000
All Nat’l
May 2023
Dec. 2022
87%
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
Data Not Yet Available
May 2022
Dec. 2021
81%
86%
94%
94%
90%
May 2021
Dec. 2020
87%
84%
92%
94%
88%
May 2020
Dec. 2019
88%
84%
89%
90%
86%
May 2019
Dec. 2018
93%
85%
92%
94%
89%
Historical Results*
First Destination Survey
Period
Graduates Surveyed
Respondents
Response Rate
Employed
Attending Graduate School
Percent Employed
or Attending
Graduate School
2016
493
309
63%
231
78
63%
2015
455
348
76%
293
55
77%
2014
466
287
62%
233
54
62%
2013
367
174
47%
137
44
47%
2012
360
245
68%
195
50
68%
2011
317
192
61%
122
70
61%
2010
293
209
71%
131
78
71%
2009
322
152
47%
104
48
47%
*Results during this period include both undergraduate and graduate populations.
National Survey of Student Engagement©
An incidental measure of employment readiness is worth noting. As part of the university’s Quality
Enhancement Plan (QEP), AU administered the National Survey of Student Engagement© (NSSE)
during
spring 2023
(Senior
Response Rate = 33.7%, n=224/665).
As part of NSSE, AU also administered a
supplemental survey, the Career & Workforce Preparation Survey. AU’s results were compared to a peer
group of 11 Southeast, Private, Not-for-Profit institutions with enrollment between 1,000-5,000.
Although the Career & Workforce Preparation Survey is not an ongoing part of the university’s
assessment of student achievement, the results from the 2023 administration support the assertion that
AU’s graduates are adequately prepared for employment. AU seniors scored equal to or greater than
students in the peer group on all 42 items. Specifically, AU scored statistically higher on 25 of the 42
items and equal on 17 of the items.
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