Federal Requirement 4.1 Student Achievement
The institution evaluates success with respect to student achievement, consistent with its mission.
Criteria may include: enrollment data; retention and graduation rates, course completion, job
placement rates; state licensing exam pass rates; student portfolios; or other means of demonstrating
achievement of goals.
Judgment of Compliance: In compliance
Narrative
East Carolina University (hereafter, ECU or the institution) is a constituent member of the University of
North Carolina system (hereafter, UNC or the system). An integral part of the mission of East Carolina
University is “preparing our students to compete and succeed in the global economy and multicultural
society.” The university evaluates student achievement with respect to its mission according to a broad
range of indicators that include enrollment data, retention and graduation rates, course completion, job
placement rates, and state licensing exam pass rates. The primary method for ongoing documentation
and evaluation of these indicators is the University Dashboard, a data-collating and reporting tool that
includes:
 Enrollment,
 Retention,
 Graduation,
 Degrees Conferred,
 Post College Success,
 Graduates in the State and National Workforce, and
 Licensure Exam Pass Rates
Additional measures are included in the ECU Fact Book 2011-2012 and on the Academic Program Review
SharePoint Site, which requires the inclusion of trend data concerning student achievement over a
seven-year period. For a more detailed discussion of Program Review, see the responses to Principle 2.5
and Principle 3.3.1.1.
Enrollment
At East Carolina University, enrollment data is collected by the Office of Enrollment Services and
provided to all educational and student support programs for assessment. In addition, this information
is made available to university stakeholders via the Enrollment section of the University Dashboard, and
the ECU Fact Book (Enrollment), an annual publication of the Office of Institutional Planning, Assessment
and Research. Data mining techniques and logistical regression have been used to determine the most
important factors for student success. Empirical results show that the most important factors separating
successful from unsuccessful students are: 1) distance from residence; 2) ethnicity; and 3) gender.
Retention and Graduation Rates
East Carolina University recognizes the value and benefits of increased retention and graduation rates to
all of our constituents: prospective and enrolled students, their families, and the citizens of North
Carolina more generally. A major focus of this commitment is to manage the enrollment of students,
mindful of the institution’s access mission but enrolling the best prepared students possible, in order to
continue to improve retention and graduation rates.
The UNC General Administration (UNC-GA) is currently revising its process by which institutions set
performance funding measures. In June 2012, constituent institutions were required to propose goals
for ten new performance measures and the four-year graduation rate was removed as a core
performance funding metric by UNC-GA. On June 29, ECU submitted a memorandum titled Proposed
Core and Campus Specific Performance Measures (Goals) which is due to be reviewed by UNC-GA no
later than August, 2012. The retention and graduation data below include both UNC-GA mandated
targets (made redundant by the new process) and provisional targets proposed by ECU.
Retention:
Retention is defined based on the standard IPEDS cohorts of all first‐time, full‐time degree‐seeking
undergraduates starting in fall term (or starting in the summer and continuing into fall), with no prior
postsecondary enrollment other than dual enrollment while in high school. Full‐time is defined as having
enrolled in 12+ hours in that first fall term. Retained is defined as being still enrolled at the initial
institution in the fall term of the academic year following the initial fall entry term.
As reported in Retention and Graduation Rates, for the class entering fall 2010, the UNC-GA set a
retention benchmark of 82%. ECU has progressed, reaching an 81% retention rate for the past two
years, which is the first time that ECU has reached a retention rate greater than 80%. When compared
to universities with similar SAT admission requirements, ECU’s retention rate is high. The Consortium for
Student Retention Data Exchange (CSRDE) classified ECU as “moderately selective.” According to CSRDE,
the average retention rates of moderately selective public institutions was 75.3% (fall 2009 FTFT
cohorts), a percentage that ECU exceeded by a statistically significant 5.7%.
The increase in retention rate is a reflection of increased academic support services provided by the
Pirate Tutoring Center (free tutoring), additional academic support programs such as Project STEPP and
the Freshman Immersion Program; additional support services include the early academic warning
system (Starfish), an increase in the number of academic advisors, and increased outreach by student
affairs and other administrative offices across campus to assist students with their academic, financial,
personal, and enrollment needs. The ECU actual retention rate and UNC-GA target goals are listed
below by FTFT cohort (with the subsequent retention year in parenthesis).
First-time, full-time freshman-to-sophomore retention rates (years)
Cohort
Year
2004
(2005
)
2005
(2006
)
2006
(2007
)
2007
(2008
)
2008
(2009
)
2009
(2010
)
2010
(2011)
2011
(2012)
2012
(2013
)
2013
(2014)
Retention
Rate
75.9%
78.7%
77.3%
75.9%
78.8%
81.2%
81.0%
NA
NA
NA
NA
NA
NA
NA
79.0%
81.0%
82.0%
79.0%
79.2%
79.4%*
**
UNC-GA
Target*
*UNC-GA began setting targets for UNC institutions beginning with the 2009 cohort. UNC-GA is currently
changing the process by which institutions are set core performance funding targets. ECU has submitted
revised targets for the 2011, 2012, and 2013 cohorts, reflected in the table.
** provisional (as described above) and subject to UNC-GA approval.
Graduation Rates:
The ECU Fact Book 2011-2012 tracks ECU graduation rates in a number of reports including the
following:
Degrees Conferred by Unit, Level, and Gender (2010-2011)
Undergraduate Degrees Conferred by Unit and Major (2006-2011)
Graduate Degrees Conferred by Unit and Major (2006-2011)
Undergraduate Degrees Conferred by Unit, Major, Ethnicity, and Gender (2010-2011)
Graduate Degrees Conferred by Unit, Major, Ethnicity, and Gender (2009-2010)
Four-Year Graduation Rates:
ECU’s most recent four-year undergraduate graduation rate is 30.8 (Fall 2007 cohort). This rate was
slightly lower than the previous year which was 32.7%. When compared to universities with similar SAT
admission requirements, ECU rates low. The Center for Institutional Data Exchange and Analysis
compiles retention and graduate rates for member institutions. Categorized by SAT/ACT scores, schools
are identified according to one of four classifications: Highly Selective, Selective, Moderately Selective
and Less Selective. ECU’s average SAT/ACT score typically places ECU between Selective (SAT: 10451100) and Moderately Selective (SAT: 990-1040). The Consortium for Student Retention Data Exchange
(CSRDE) classified ECU as “moderately selective.” According to CSRDE, the average four-year graduation
rate of moderately selective public institutions was 32.9% (fall 2000-09 cohorts).
Cohort
Year
Actual
fouryear
Grad.
UNC-GA
Target*
2000
(2004
)
27.6%
2001
(2005
)
25.5%
2002
(2006
)
27.2%
NA
NA
NA
Four-Year Graduation Rates
2003
2004
2005
2006
(2007
(2008
(2009)
(2010)
)
)
29.9%
29.2%
32.5%
32.7%
NA
NA
31.0%
31.5%
2007
(2011)
2009
(2013)
30.8%
2008
(2012
)
NA
32.5%
33.0%
33.5%**
NA
*UNC-GA began setting targets for UNC institutions beginning with the 2009 cohort. As of 2012, UNC-GA
no longer uses four-year graduation rates as a core performance funding metric. ECU is no longer
evaluated based on these targets.
**provisional (as described above) and subject to UNC-GA approval.
Six-Year Graduation Rates:
When compared to universities with similar SAT admission requirements, ECU rates very high, regularly
exceeding the norm for peer institutions by a highly significant six to eleven percentage points. The
Consortium for Student Retention Data Exchange (CSRDE) classified ECU as “moderately selective.”
According to CSRDE, the average six-year graduation rate of moderately selective public institutions was
47.3% (fall 2004 FTFT cohort).
Year
Actual
sixyear
Grad.
UNCGA
1998
(2004
)
53.3%
1999
(2005
)
54.4%
2000
(2006
)
56.4%
NA
NA
NA
Six-Year Graduation Rates
2001
2002
2003
2004
(2007
(2008
(2009
(2010
)
)
)
)
54.4%
54.3%
56.8%
56.0%
NA
NA
56.5%
57.0%
2005
(2011
)
58.5%
2006
(2012
)
NA
2007
(2013
)
NA
2008
(2014
)
NA
58.0%
57.3%
58.0%
58.6%
**
Target
*
*UNC-GA began setting targets for UNC institutions beginning with the 2009 cohort. UNC-GA is currently
changing the process by which institutions are set targets. ECU has submitted revised targets for the
2006, 2007, and 2008 cohorts, reflected in the table.
** provisional (as described above) and subject to UNC-GA approval.
ECU has taken steps to improve its graduation rates even further. In 2009, ECU purchased
DegreeWorks, a set of web-based academic advising, degree audit, and transfer articulation tools that
give students new planning capabilities to assist in timely graduation. DegreeWorks allows students to
view their progress towards a degree. On screen or in a two to four page print out, it lists requirements
including: courses taken, courses currently being taken, skills assessment tests, transfer credits and
much more.
The campus-wide implementation of Starfish (an early academic warning and connect system) has been
embraced by faculty. During the 2011-2012 inaugural year, faculty sent over 58,000 academic difficulty
and “kudos” flags to students. Students reported that they appreciated faculty keeping them informed
of their academic progress and changed study habits earlier in the semester, promoting successful
course completion. Another step towards improving graduation rates was the proposal to create a
Bachelor of Science degree in University Studies, with intent to provide another option for students
whose academic interests or strengths are not met by other degree programs at ECU. The Notification of
Intent to Plan the BS in University Studies was submitted to UNC-GA in March 2012 and will continue
development and review through campus and UNC processes for implementation in fall 2013 or spring
2014.
Degrees Conferred/Course Completion
At ECU, the rates for degrees conferred are collected by the Office of institutional Planning, Assessment
and Research and communicated via the University Dashboard (Degrees Conferred) and used for
decision-making purposes. The information is disaggregated by college and department.
Job Placement
The Career Center at East Carolina University collects employment data on graduates from the
institution by gathering the information when students and alumni report via the “Took a job” link from
the Career Center homepage Quick Links section. The Career Center additionally reaches out to the
various academic units to request data on employment of graduates that may be collected. The
Internship Placement Distribution and Graduate Employment Distribution Report, from the College of
Education, provides a summary of employment data from recent graduates on the education career
track.
Examples of Data Collection Efforts at the Institutional Level
At the institutional level and as required by the University of North Carolina General Administration, the
Office of Institutional Planning, Assessment and Research administers the Graduating Senior Survey
(GSS) each spring semester. In the survey, the student is asked to respond to the following questions:
Graduating Senior Survey: [Section F – Your Plans for Next Year]
Please indicate the best description of your plans following graduation by filling in the one most appropriate
Plans
2011 Responses
I don’t know yet
253
Percentage of
Respondents
12.2%
I have accepted a full-time paid job related to my field
of study
I have accepted a full-time paid job, not related to my
field of study
I have accepted a part-time paid job
197
9.5%
36
1.7%
19
0.9%
I will continue in my current paid job
132
6.4%
I will be going to graduate or professional school fulltime next year
I will be going to graduate or professional school parttime and working part-time next year
I will take more undergraduate courses next year
351
17.0%
90
4.4%
24
1.2%
I am currently seeking, or plan to seek, paid
employment
I am neither seeking employment nor planning on
attending school next year
I will be entering or continuing military service
781
37.8%
7
0.3%
29
1.4%
I will be engaged in volunteer activity (e.g., Peace
Corps)
I will be starting or raising a family
12
0.6%
14
0.7%
123
5.9%
2068
100.0%
Other
Total Responses
Non-responses
49
Total – Responses + Non-responses
2117
ECU Graduates in the State and National Workforce
ECU graduates in the state and national workforce dating back to the 2005-2006 academic year are
published on the University Dashboard (Graduates in the State and National Workforce). Graduates in
the state and national workforce for the most recent reporting year (2011) follow in the chart below:
ECU’s 2011 Contribution to the State
and National Workforce by College
State
National
College of Allied Health Sciences
161
34
College of Arts and Sciences
585
127
College of Business
414
81
College of Education
519
38
College of Fine Arts and Communication
168
51
College of Health and Human Performance
270
54
College of Human Ecology
357
56
College of Technology and Computer Science
234
37
59
20
209
224
2996
552
Brody School of Medicine
College of Nursing
Total
Job Placement Data Reported as Part of the Academic Program Review Process
All ECU academic programs go through a required program review process as defined in the Guidelines
for Academic Program Review and according to the Unit Academic Program Review Schedule 20102015. As part of this comprehensive Academic Program Review (Appendix B) process, each educational
program is required to provide “the first post-degree position placements of graduates for the past
three years.” The following examples from colleges in the Division of Academic Affairs and the Division
of Health Sciences summarize results reported in their respective academic program review documents.
Following are summaries of job placement data reported in Academic Programs Reviews conducted in
2010-2011:
Department of Anatomy and Cell Biology
Since the inception of the department of Anatomy and Cell Biology in 1983, 15 graduates who earned a
PhD remained in NC in various capacities.
Department of Biology
The Department of Biology has placement data recorded from 2002 to 2010. Within that time period,
108 students have reported their job placement information. The most frequent placement (24 of 108)
has been in research roles, including roles such as research analyst, research assistant, research
associate, research coordinator, research specialist, research technician, and lab researcher. Many
students have continued their education by applying to be, or are enrolled as, PhD students (21 of 108)
in various programs, such as the Department of Genetics at Cornell University, Plant Molecular Science
at Virginia Tech, and Cancer Biology at the University of Texas, to name a few. The third most
reoccurring type of placement has been that of students enrolling in either a school of medicine or
school of dental medicine (13 of 108). The fourth most frequent placement of students has been as
teachers (12 of 108), either as instructors at an institution of higher education, or within middle and
secondary schools. Other job placements include a wide range of occupations, such as ecologists, a
botanist, and a waterfowl surveyor.
Department of Environmental Health Sciences
The Department of Environmental Health Sciences conducted an Undergraduate Self-Study in 2011, and
received job placement and post-graduation data from 25 students that had graduated between the
years of 2009 and 2011. Of the 25 alumni listed, 13 gave information concerning their post-graduation
status. The 13 students gave the name of their employers, which included George Mason University,
Global Laboratory Services, Camp Lejeune, NuCor Steel, a staff member of a university, the Health
Department, Colt’s Guns and Pawns, Biogen, a KFC Safety Inspector, and AmeriCorps; two graduates
reported working within the Public Health Service, and one graduate reported having entered graduate
school.
Department of Exercise and Sports Science
The Department of Exercise and Sports Science gathered job placement data from concentrations within
their department including the following:
 The concentration of Health Fitness Specialist reports that recent graduates are employed
nationwide, including facilities such as Fitness Quest 10 in San Diego, California; L&T fitness
(HUD site) in Washington, DC; SAS Institute in RTP, NC; Medifit (Lenova site) in Morrisville, NC;
Cisco in Raleigh, NC; Healthtrax in Raleigh, NC; Elite Gamespeed in Tampa, FL. Health Fitness
Specialists have received positive appraisals from their employers and intern sites, which include
Wake Med, Cigna, Kennedy Space Center, Rex Wellness, UNC Wellness, USAA, and Duke Diet
Center., and Aquila, LTD.
 Physical Education reported that over eight semesters, they have had 143 graduates (comprised
of both undergraduates and graduates enrolled in the Master of Arts in Teaching, or MAT); 74 of
the 143 graduates reported job placement as teachers, and 21 out of the 143 reported that they
were entering graduate school programs.
 The PhD in Bioenergetics and Exercise Science reported that students graduating with this
degree “generally accept faculty positions, post-doctoral fellowships, or pursue medical school.”
Department of Foreign Language and Literature
The Department of Foreign Language and Literature received job placement data from 33 of 85
graduates solicited. Of the 33 respondents, 16 had entered graduate school, 20 reported being
employed, and 5 respondents within those two categories reported doing both; two respondents
reported they were neither in graduate school nor were they employed.
Of those respondents who reported they were in graduate school, 38% were in a field related to their
language degree, while 62% were in a field unrelated to their language degree. 31% of the graduate
school respondents reported that their program was within K-12 education; 18% were involved with
Post-Secondary education; 25% were in programs concerning law, medicine, banking or government,
and 26% reported that their program was within accounting, library science, historic preservation,
divinity school or public health.
Of those respondents who reported they were employed, 70% were employed in a position related to
their language degree, while 30% were employed in an unrelated field. 45% were employed in K-12
education; 20% were in law, medicine, banking or government; 20% were employed in commercial real
estate, biological science, or public health. 10% were employed as translators or interpreters.
Department of Geography
The Department of Geography undertook an online survey resulting in 49 respondents who had
graduated since 2004. Of the 49 respondents, 14 went to graduate school, with nine of the 14
continuing their studies in Geography, or Geography related disciplines. Four of the 14 graduates
entered Geography PhD programs, and attended universities such as UNC-Chapel Hill, Louisiana State
University, and the University of Georgia; all four were awarded with assistantships.
39 respondents reported their current employment. With ECU’s mission of service and regional
transformation, it is significant that 29 out of the 39 were working in North Carolina. In terms of
employment, 16 were employed in county and local agencies, with responsibilities mostly centered on
planning or Geographical Information Systems (GIS). Nine reported that they were working in the
private sector, using GIS, planning, and land-use skills and knowledge related to their degree. Two are
involved with non-profit organizations, one is involved with an international non-profit, and one is a
professor at a private university.
Department of Public Health
The Department of Public Health states that the job placement rate for graduates of the program
averaged over 95% in each of the last three years; the target rate is 90%. Between 2008 and 2011, 12
alumni were employed within governmental roles, six were within non-profit roles, 13 were employed
within Health Care, 12 were employed with university/research roles, six were within proprietary roles,
14 were continuing their education, two were employed in non-health related roles, and two reported
being unemployed.
Following are summaries of job placement data reported in Academic Programs Reviews conducted in
2008-2010:
Department of Chemistry
As part of its 2010 self-study, the Department of Chemistry surveyed graduates from the past three
years on their first post-degree placement. For all students graduating within that time period who
responded, the two largest position groups were business/industry (37%) and graduate school in
chemistry (24%). Students also reported placement in dental, medical, and pharmacy schools (6%, 5%,
and 9%, respectively), and government agencies (5%). Less than one percent reported working in
elementary or secondary schools or working as self-employed. The first post-degree placement was not
reported and therefore unknown for 14% of the graduates.
Department of Mathematics
In fall 2009, the Department of Mathematics completed its program review for 2002-2009. The
department reported that placement data for undergraduate alumni tend to be incomplete, but that the
most frequent employment reported was high school teacher. Other mathematics graduates reported
that they went on to earn advanced degrees or were currently enrolled in graduate programs.
Graduates with an MA in Mathematics were largely successful in finding employment in their field. Of
the 38 students who graduated with an MA since 2002, six are employed as high school teachers; 11 are
employed as college mathematics instructors; seven entered doctoral programs; seven are employed in
technical positions in business, industry, or government; and one is on military deployment. Two are
deceased and employment information was unknown for the remaining four. Seven MA graduates since
2002 have entered PhD programs, with five having completed their degrees. Four are currently
university faculty.
Department of English
Between 2002 and 2009, the Department of English graduated 489 students from its BA program.
Eighty-three (17%) have been tracked. Forty-seven enrolled in the ECU MA program, with another 15
enrolling in another graduate program at ECU or at another university. Prominent employment
categories reported include assistant (e.g. marketing, financial, quality control, graphic design, etc.),
writer (e.g. editor, technical writer, and reporter), and teacher. Of 308 MA graduates in the same time
frame, the department has tracked 163. An estimated 25% serve as collegiate-level instructors across
the United States. Seventeen have continued on to PhD programs, with six being enrolled in a PhD
program at ECU. One student enrolled in an MFA program, and three are in law school. Major
employment categories reported include writing (13%), public relations (13%), high school teaching
(9%), and management (9%).
Department of Philosophy
Approximately 25% of graduates (n=26) from ECU with a BS degree conferred by the Department of
Philosophy in the last seven years responded to a request for information about post-graduation
schooling and employment. Sixteen graduates went to professional or graduate school in a range of
master’s programs including the following:









Philosophy, Georgia State University
Classics, University of Iowa
Theological Studies, Duke Divinity School
Strategic Public Relations and Communications Management, Stirling University
(Scotland)
Library and Information Studies, University of North Carolina – Greensboro
Environmental Engineering, North Carolina State University
Religious Education, Liberty University
Public Health, East Carolina University
Security Studies, ECU
Two are enrolled in PhD programs (philosophy, University of Cincinnati and theology, Oxford University).
Three have completed or are enrolled in law school (University of Texas, Elon University, Campbell
University). One has completed studies at Brody School of Medicine, East Carolina University); one
enrolled in Watts School of Nursing at Duke University; one enrolled in the College of Business, East
Carolina University.
Recent philosophy graduates have found a wide variety of employment. They include cyber security
standards analyst, analytical chemist, quality control specialist, physician, IT specialist, attorney at law,
director of communications for a Catholic diocese, graduate research fellow (Oxford University),
instructor (High Point University), research assistant (UNC – Chapel Hill), teacher (Latin, Philosophy,
English, History), district services coordinator at American Youthworks, real estate agent, business
owners, horse trainer, computer programmer, hospital administrator, medical coding and privacy
compliance specialist, marketing, playback operator (for a news station), and yoga instructor.
College of Technology and Computer Science
As part of its 2010 self-study, the College of Technology and Computer Sciences Department of
Construction Management collected job placement data for the past three years. Three graduates of
the master of construction management program were employed in commercial construction, while one
each was employed in residential construction, mechanical construction (HVAC), or infrastructure
construction.
The department tracks first post-degree placement for students graduating with a BS in Construction
Management, too. Of the 150 students who graduated in fall 2009 or spring 2010, 48 reported they had
found construction-related employment and 41 reported being employed by a construction or
construction management firm. Sixty-nine graduates indicated that they were seeking employment.
As part of its 2008 Accreditation Board for Engineering and Technology (ABET) self-study, the
Department of Engineering surveyed its spring 2008 (its first graduating class) graduates on their
employment status. Four had been admitted to graduate programs in engineering and fifteen were
employed.
The Brody School of Medicine
As part of its 2010 self-study, the Brody School of Medicine Department of Physiology collected
placement data of graduates for the past three years. Two graduates were employed as biology
instructors at community colleges in North Carolina. Five graduates were enrolled in graduate or postdoctoral programs. One graduate had entered medical school. One graduate had entered medical
residency.
The Brody School of Medicine also reports primary care residency rates and residency matches.
Primary care residency rates for 2002-2011
The Brody School of Medicine
The Brody School of Medicine Residency Matches 2011
ECU has evaluated the Brody School of Medicine in terms of job placement, and has evidence of
students’ success in the nationally recognized percentage of ECU graduates who were placed within
family medicine residency programs; this level of quality is evinced through the statement that, “based
on a three-year average for the period ending last October, 20.9 percent of the school’s graduates have
entered an accredited family medicine residency program. That ranked ECU first in the country and
marked the sixth consecutive year ECU has been ranked in the top 10”
(ECU News Services - April 27, 2012).
The Job Placement Data by Unit table summarizes these unit-reported job placement rates in specific
fields for graduates in chemistry, mathematics, English, construction management, engineering,
physiology and nursing for the sample years indicated.
Licensing and Examinations
Licensing examination pass rates are collected and maintained by the appropriate unit. ECU monitors
the licensure examination data and pass-rate for academic programs preparing students for selected
professions to assure a consistent level of exceptional student achievement.
College of Education
Undergraduate education students have also performed well on state licensure exams. Between 2005
and 2008, no less than 96% of elementary education majors passed the elementary education area
exam in any particular year. In the same time frame, 100% of special education: adaptive curriculum
and no less than 95% of special education: general curriculum majors passed their respective area exam,
with the special education: general curriculum majors achieving a 100% pass rate two out of four years.
East Carolina University and Peer Institutions – Other Licensures exams
ECU
Year
Elementary Spec. Ed:
A/C (n)
Peer 1
Spec.
Ed: GC
(n)
Peer 2
Elementary Spec. Ed:
A/C (n)
Spec.
Ed: GC
(n)
Elementary Spec. Ed:
A/C (n)
Spec.
Ed: GC
(n)
20052006
96.00%
(245)
100.00%
(9)
100.00%
(18)
99.00%
(219)
NA*
NA*
100.00%
(56)
NA*
NA*
20062007
97.00%
(235)
100.00%
(8)
100.00%
(39)
99.00%
(175)
100.00%
(9)
NA*
100.00%
(47)
100.00%
(6)
NA*
20072008
99.00%
(252)
100.00%
(17)
95.00%
(22)
99.00%
(158)
94.00%
(16)
100.00%
(18)
99.00%
(106)
100.00%
(13)
100.00%
(29)
20082009
96.00%
(304)
100.00%
(15)
98.00%
(41)
99.00%
(235)
100.00%
(19)
97.00%
(37)
100.00%
(74)
100.00%
(11)
95.00%
(20)
20092010
NA*
NA*
NA*
NA*
NA*
NA*
NA*
NA*
NA*
*data not available
College of Business
Certified Public Accountant (CPA) Passing Rates
The Master of Science in accounting program is well known for preparing students for successful
completion of the CPA exam. For the past several years, ECU accounting students’ CPA pass rates have
been significantly higher than the national and state averages, several years ranking ECU in the top 25
nationwide. In 2009, ECU ranked third in the state for candidates without advanced degrees who
passed all parts of the exam with a pass rate of 48.28%.
Below is a table depicting the College of Business students’ performance on the CPA examination
between 2004-2010.
Licensure Exam Pass Rates (CPA Exam)
2004
2005
2006
2007
2008
2009
2010
FT WITH BACHELORS
5.60% 21.88% 24.07% 33.33% 16.00% 48.28% 33.10%
FT WITH ADVANCED
6.70% 34.92% 30.00% 44.19% 27.08%
NA
52.00%
FT NATIONAL AVERAGE
5.20% 8.30%
6.30%
7.51%
7.80%
NA
NA
N/A = Not available -- we did not have the results sent to us that year.
FT with Bachelors = First time sitting for the exam (Bachelor’s degree only)
FT with ADVANCED = First time sitting for the exam (after Master’s degree)
Thomas Harriot College of Arts and Sciences
Psychology: This exam refers to the Praxis Series School Psychologist examination (ETS test 0401). A
passing or qualifying score of 159+ is required for certification/licensure by NC Department of Public
Instruction to work as a school psych in the NC public schools.
Geological Science: This exam is run by ASBOG (National Association of State Boards of Geology) a
national organization and is required by 30 states (including NC) for a person seeking licensure as a
professional geologist.
Licensure Exam Pass Rates
Psychology
Geological Science
2009
2010
2011
100.00% 100.00% 100.00%
56.00%
25.00%
66.00%
College of Human Ecology
Nutrition and Dietetics
Academy of Nutrition and Dietetics
Exam Pass Rates
2005
2006
2007
2008
2009
2010
2011
ECU
70.00% 66.00% 91.00% 64.00% 75.00% 73.00% 90.00%
National
73.00% 72.00% 71.00% 67.00% 66.00% 72.00% 68.00%
School of Social Work
Licensed Clinical Social Work
Examination Pass Rates
2005
2006
2007
2008
2009
2010
2011
2012
ECU
71.0%
81.0%
67.0%
66.0%
54.0%
67.0%
66.0%
NA
National
74.0%
74.0%
74.0%
76.0%
75.0%
75.0%
78.0%
NA
*Please note that the Licensed Clinical Social Work Examination is not required to practice social work in
North Carolina. The examination is required for those individuals who provide services in certain health
care settings and in mental and behavioral health settings.
Child Development and Family Relations
Marriage and Family Therapy and Medical Family Therapy students choose to sit for state exams but this
is not required. The pass rate is how many have taken the test out of the entire cohort and also passed.
There is no comparative pass rate data. Data is collected by matriculation cohort.
Child Development and Family Relations
Licensure Examination Pass Rates
Year
Marriage and Family Therapy
Medical Family Therapy
2005-2006
92.0% (12)
100.0% (4)
2006-2007
100.0% (10)
100.0% (2)
2007-2008
80.0% (11)
67.0% (3)
2008-2009
70.0% (10)
100.0% (3)
2009-2010
77.0% (13)
67.0% (3)
2009-2010
73.0% (11)
100.0% (3)
2011-2012
NA*
67.0% (3)
*data not available
College of Fine Arts & Communication
School of Music
Certification Board for Music Therapists (CBMT) 06-07
Pass Rates
07-08
08-09* 09-10
10-11
11-12
All Candidates Summary
83.00% 89.00%
(6)
(9)
NA
(0)
100.00% 43.00% 80.00%
(1)
(7)
(5)
First Time Candidates Summary
83.00% 88.00%
(6)
(8)
NA
(0)
100.00% 60.00% 100.00%
(1)
(5)
(2)
Repeat Candidates Summary
NA
(0)
National Mean
100.00%
(1)
84.00% 78.00%
(649)
(575)
NA
(0)
NA
NA
(0)
0.00% 67.00%
(2)
(3)
75.00% 68.00% 70.00%
(299)
(669)
(773)
*There were no ECU testers in 2008-2009
College of Allied Health Sciences
Department of Clinical Laboratory Science
Department of Clinical Laboratory Science
American Society for Clinical Pathology Board of Certification
Year
Total #
#Pass ECU Mean Score National Mean Score %Pass Rate ECU % Pass Rate National
Take Exam
2005
10
9
471
495
90.00%
83.00%
2006
5
5
515
490
100.00%
83.78%
2007
11
11
505
491
100.00%
83.70%
2008
4
4
560
489
100.00%
82.01%
2009
6
6
480
489
100.00%
81.60%
2010
6
5
544
494
83.33%
82.31%
2011
5
4
496
502
80.00%
84.05%
2012
3
3
533
492
100.00%
80.87%
Physician Assistant Program
The Physician’s Assistant Program provides an example of improving pass rates over the last several
years. In 2004, 75% passed the exam on the first attempt, but starting in 2005, at least 91% passed the
exam on the first attempt, with a 100% pass rate being achieved in 2008, 2009, and 2010.
College of Nursing
Nursing students have consistently performed above the state and national average on the National
Council Licensure Examination for Registered Nurses (NCLEX-RN) licensure exam. Between 2006 and
2011, the national and state pass rates ranged from 86.0% to 88.0% and 87.0% to 93.0%, respectively.
The ECU pass rate in the same time frame ranged from 93.0% to 99.0%.
College of Nursing NCLEX pass rates for the past six years are provided in these figures. East Carolina
University’s passing rates consistently exceed both state and national passing rates.
Nursing Licensure Exam
First Time Pass Rates
2006
2007
2008
2009
2010
2011
2012
ECU
99.0%
95.0%
96.0%
96.0%
97.0%
96.0%
93.0%
National
88.0%
87.0%
87.0%
88.0%
86.0%
87.0%
NA*
State
90.0%
89.0%
89.0%
89.0%
87.0%
93.0%
NA*
*Data not available
The Brody School of Medicine
United States Medical Licensing Examination (USMLE):
The USMLE is a three-step examination for medical licensure in the United States and is sponsored by
the Federation of State Medical Boards and the National Board of Medical Examiners. The Brody School
of Medicine administers Step 1 of the examination following the second year of medical school
education and both components of Step 2 (Clinical Knowledge and Clinical Simulation) following the
third year of medical school education. This is the typical sequencing of the examination nationally, and
allows comparison of the school to national benchmarks. The USMLE program recommends that for
Step 3 (eligibility), licensing authorities require the completion, or near completion, of at least one
postgraduate training year in a program of graduate medical education accredited by the Accreditation
Council for Graduate Medical Education (ACGME) or the Alpha Omega Alpha (AOA). To be eligible for
step 3, the applicant must have the MD degree and have passed both Step 1 and Step 2. Passing rates
for the last ten years are presented in the attached USMLE Passing Rate table.
Conclusion
ECU evaluates students’ success as consistent with the institution’s mission and takes pride in their
achievements as they continue to carry out the mission of East Carolina University.
Documentation
Reference Title
Academic Program Review
(Appendix B)
Academic Program Review
SharePoint Site
Degrees Conferred
Degrees Conferred by Unit,
Level, and Gender
Department of Philosophy
East Carolina University College
Portrait: Student Success and
Progress Rate
ECU Fact Book 2011-2012
ECU Fact Book (Enrollment)
ECU News Services – April 27,
2012
Enrollment
Freshman Immersion Program
Graduate Degrees Conferred by
Unit and Major
Graduate Degrees Conferred by
Unit, Major, Ethnicity, and
Gender
Graduates in the State and
National Workforce
Graduating Senior Survey
Location
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Academic%20Program%20Review%20Guidelines.pdf#p
age=32
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/Shared%20Resources/Academic%20Program%20Review%2
0Sharepoint%20Site/Academic%20Program%20Review%20S
harepoint%20Site.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/1.8.1.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Degrees%20Conferred%20by%20Unit,%20Level,%20an
d%20Gender.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/PHIL%20Appendix%20F.docx
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/VSA%20College%20Portrait.png
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/FactBook11-12.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/FactBook%20-%20Enrollment.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Family%20Medicine%20Graduates%20AAFP%20Award.
pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/1.2.1.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Freshman%20Immersion%20Program%20fall%202011.
doc
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Grad%20Degrees%20Conferred%20by%20Unit%20and
%20Major.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Grad%20Degrees%20Conferred%20by%20Unit,%20Maj
or,%20Ethnicity,%20and%20Gender.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/4.1.1.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
Graduation
Guidelines for Academic
Program Review
Health Sciences Licensure Exam
Pass Rates
Internship Placement
Distribution and Graduate
Employment Distribution Report
Job Placement Data by Unit
Licensure Exam Pass Rates
Mission
National Survey of Student
Engagement Multi-Year
Benchmark Report for East
Carolina University
Pirate Tutoring Center
Post College Success
Project STEPP
Proposed Core and Campus
Specific Performance Measures
(Goals)
Retention
Retention and Graduation Rates
Starfish
Undergraduate Degrees
Conferred by Unit and Major
Undergraduate Degrees
Conferred by Unit, Major,
Ethnicity, and Gender
Unit Academic Program Review
Schedule 2010-2015
University Dashboard
USMLE Passing Rate Table
/4.1/GSS-FormSpr10-1.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/1.3.2.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Academic%20Program%20Review%20Guidelines.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/3.1.11.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/COE%20OAA%20Report%20for%20ECU%20Career%20C
enter.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Job%20Placement%20Data%20by%20Unit.doc
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/1.7.1.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/ECU%20Mission%20Statement.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/NSSE09-Multi-Year-Benchmark-Report-ECU.pdf#page=4
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/4.1%20annual%20report%202010%202011.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/1.6.13.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Project%20STEPP.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Proposed%20Core%20and%20Campus%20Specific%20P
erformance%20Measures%20(Goals).pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/1.4.1.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/R%20and%20G%20May%202011.doc
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/fall%202011%20report%20%20Starfish%203052012.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Undergrad%20Degrees%20Conferred%20by%20Unit%2
0and%20Major.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/Undergrad%20Degrees%20Conferred%20by%20Unit,%
20Major,%20Ethnicity,%20and%20Gender.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/UnitAcademicProgramReviewSch2012.pdf
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/University%20Dashboard.png
https://collab.ecu.edu/cmte/sacs/CorrespondingDocuments
/4.1/USMLE%20Passing%20Rates.xls