Student Achievement

Public Disclosure Statement

Bennett College adheres to the Southern Association of Colleges and Schools Commission on Colleges' (SACSCOC) policy on Institutional Obligations for Public Disclosure that states, "A candidate or accredited SACSCOC institution is obligated to provide to its students, constituents, and the public information about itself that is complete, accurate, timely, accessible, clear and sufficient.” As part of this policy statement, higher education institutions are required to provide information about student goals and achievement and to make that information publicly available through a website. The specific requirement is stated as follows:

The institution publishes statements of its goals for student achievement and the success of students in achieving those goals. In compliance with this SACSCOC policy, Bennett College provides information about student achievement and success. The College uses several measures to evaluate student achievement and success in accordance with its mission and strategic plan. Specific institutional measures for student achievement include: student enrollment, retention, course completion and graduation rates; job placement rates, licensing exam success rates and Institutional Student Learning Outcomes (General Education). Information presented will be regularly updated.

Bennett College Mission Statement

Bennett College is a small, private, historically Black liberal arts college for woman. The College offers women an education conducive to excellence in scholarly pursuits; preparation for leadership roles in the workplace, and the world; and life-long learning in a technologically advanced, complex global society. As a United Methodist Church-related institution, Bennett College promotes morally grounded maturation, intellectual honesty, purposeful public service, and responsible civic action.

The College welcomes students, faculty, and staff from diverse backgrounds, recognizing that the educational experience is enriched and strengthened when multiple voices are represented and heard. Operating is an interdisciplinary, learning-centered environment, students, working with faculty and staff, will learn to use sophisticated intellectual skills, think analytically, and solve problems in ways that respect a variety of viewpoints and deepen their understanding of different cultures.

At Bennett College, education takes place in an environment of open inquiry where teachers and students are immersed in educational processes that build community, foster authentic research, donate knowledge, and advance scholarship and personal empowerment. Students will leave Bennett College prepared for success in the world of work and further studies, possessing a greater appreciation of the history and culture of Africa and the African Diaspora, the struggles and accomplishments of women, and a realization of their own ability and the possibilities to help change the world.

Goals

2012-17 Strategic Plan goals related to student achievement:

  • Goal 4: Advance Quality Education
  • Goal 6: Develop Innovative Programming

Source: Strategic Plan 2012-2017

Degrees Offered

Bennett College confers the degrees of Bachelor of Arts, Bachelor of Science, Bachelor of Arts and Science in Interdisciplinary Studies, Bachelor of Social Work, and the Bachelor of Fine Arts. These degrees represent the satisfactory completion of at least 124 semester hours, an overall average of at least C, and a grade of at least C in each course that the student has taken to satisfy the requirements for graduation in her major field. The College currently offers 18 majors. Bennett College participates in a dual degree engineering program with North Carolina Agricultural and Technical State University (NC A&T), which allows Bennett College students to earn a second degree in engineering from NC A&T State University.

The current catalog is located on the college website.

Enrollment, Progression, Retention and Graduation Rates

Metrics used to monitor students’ success are: ongoing enrollment as expressed by retention rates from first to second year, course completion rates, six year graduation rates, pass rates for appropriate professional licensure. These measures are assessed regularly and the most current findings are published below. In monitoring these indices, Bennett College strives to conform to and exceed national standards (based on the most recent data available from the National Center for Education Statistics where applicable). Please browse through this site to find summaries of current data and historical trends. Should you require a report that is not listed, please complete a Data Request Form.

Enrollment Rates

The fall cohort for a given year consists of the first-time full-time bachelor’s degree students. The retention rate is calculated by determining the number of students returning in the following fall.

Fall Enrollment of New Students (Source: IPEDS)

Fall 2014 Fall 2013 Fall 2012 Fall 2011 Fall 2010
Enrolled first-time full-time students 166 194 215 158 208
Enrolled new transfers 18 15 18 18 8
Total 184 209 233 176 216

Fall Enrollment History (Source: IPEDS and Bennett College Factbook)

Fall 2014 Fall 2013 Fall 2012 Fall 2011 Fall 2010
Freshwomen 212 247 283 238 306
Sophomores 126 156 114 184 179
Juniors 112 108 143 160 121
Seniors 103 101 111 96 108
Non-degree seeking undergraduates 80 68 56 58 66
Total 633 680 707 736 780

Retention Rates

Retention rates, for first-time full-time students. (Source: IPEDS)

Retention Rate: A measure of the rate at which students persist in their educational program, expressed as a percentage. This is the percentage of first-time, full-time degree seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.

The retention rate is calculated by determining the number of students returning in the following fall.

Fall Cohort Entering Year Following Fall Retention Rate
2013 2014 52%
2012 2013 61%
2011 2012 58%
2010 2011 73%
2009 2010 71%

Course Progression Rates

College-Wide Course Completion Rates (Source: Jenzabar Student Information System)

Course completion rates are calculated from the ratio of the sum of course hours earned to the sum of course hours attempted by students.

Academic Year
2013-2014 89%
2012-2013 88%
2011-2012 88%
2010-2011 87%
2009-2010 86%

Completion Rates

Successful Completion of General Education Courses by Division
Division of Natural and Behavioral Sciences/Mathematics (NBSM) Fall 2009- Spring 2014
2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
Biology 87% 86% 83% 88% 79%
Chemistry 87% 85% 85% 74% 75%
Computer Science 91% 81% 95% 83% 90%
Math 74% 72% 71% 69% 81%
Psychology 79% 71% 86% 90% 90%
Percentage Total 84% 79% 84% 81% 83%

 

Successful Completion of General Education Courses by Division
Division of Humanities
Fall 2009- Spring 2014
2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
Art 92% 93% 95% 88% 88%
English -- -- -- 95% 94%
Foreign Languages 95% 90% 87% -- 96%
History 85% 85% 80% 76% 77%
Literature/Writing 90% 88% 84% 83% 85%
Music 87% 90% 93% 79% 82%
Philosophy 96% 90% 87% 92% 90%
Religion 94% 88% 71% 84% 89%
Research Methods 80% -- -- -- --
Speech -- -- 96% 94% 93%
Theater 100% 94% 96% 98% 99%
Women Studies 78% 96% -- -- --
Percentage Total 90% 90% 88% 88% 89%

 

Successful Completion of General Education Courses by Division
Division of Social Science and Education (DSSE)
Fall 2009- Spring 2014
2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
Economics 98% 99% 96% 94% 78%
Health 100% 99% 99.6% 93% 95%
Sociology 91% 100% 90% 93% 71%
Political Science 96% 100% 97% 96% 88%
Physical Education 93% 98% 99% 97% 97%
% Total 96% 99% 96% 95% 86%

Graduation Rates

Graduation Rate: A measure of the percentage of first-time, full-time degree, diploma or certificate-seeking students in an IPEDS Graduation Rate Survey (GRS) cohort who graduate within 150% of the normal program completion time.

Graduation rates (Last five years)

Entering Cohort Six-year Graduation Rate
2008 45%
2007 44%
2006 37%
2005 39%
2004 47%

Degrees granted by program and academic year (Source: IPEDS)

Program 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
Biology 14 20 11 20 8
Psychology 15 21 14 13 6
Business Administration 13 9 22 10 15
Social Work 9 17 7 7 11
Interdisciplinary Studies/Special Studies 22 15 10 7 3
Journalism and Media Studies 11 7 11 21 12
Political Science 7 9 10 5 3
English 5 8 5 6 5
Elementary Education 7 7 6 5 4
Theatre Arts/Visual and Performing Arts 1 3 3 4 4
Computer Science 0 0 3 0 1
Special Education 0 4 2 1 0
Chemistry 0 3 1 1 2
Mathematics 1 2 1 2 1
English Education 0 0 1 1 1
Arts Management 0 0 1 2 3
Mathematics Education 0 0 0 0 0
Music 0 0 0 1 0
Total 105 125 108 109 79

Licensure Pass-Rates

Council on Social Work Education (CSWE)

All Council on Social Work Education programs measure and report student learning outcomes. Bennett College social work majors are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. A measurement benchmark is set by the social work programs for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency.

Competency Competency Benchmark % of Students Achieving Benchmark
Identify as a Professional Social Worker 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 92.44%
Apply Ethical Principles 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 86.03
Apply Critical Thinking 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 79.90
Engage Diversity in Practice 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 81.62
Advance Human Rights/Social and Economic Justice 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 81.87
Engage Research Informed Practice/
Practice Informed Research
80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 90.44
Apply Human Behavior Knowledge 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 95.59
Engage Policy Practice to Advance Well-Being and Deliver Services 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 91.92
Respond to Practice Contexts 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 86.03
Practice Engagement 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 93.96
Practice Assessment 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 93.96
Practice Intervention 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 93.96
Practice Evaluation 80% of students achieve a 4.0 or better on the Case Study, Field Practicum and Post-test and 80% of students achieve a 3 or better on the Pre-test. 93.96

Teacher Education

The Department of Curriculum and Instruction offers majors in Elementary Education, Secondary Education, and Special Education. The Curriculum and Instruction Program is committed to the preparation of teachers as facilitators of learning through the development and understanding of learning theory and teaching practices that address the interrelatedness of the cognitive, emotional, social, psychomotor, and affective domains. The Teacher Education Program’s organizing theme of “Preparing Teachers as Facilitators of Learning in the Contemporary Global Community” unites all education programs.

Licensure Areas

  • Elementary Education (K–6)
  • Biology (9–12)*
  • English (9–12)*
  • Mathematics (9–12)*
  • Music (K–12)*
  • Special Education (K–12)

PRAXIS II Pass Rates

Teacher Licensure: Praxis II Scores - Candidates for teacher education must complete the Praxis II “Principles of Learning and Teaching”

Bennett College Curriculum and Instruction - Praxis Pass Rates
Bennett Department of Curriculum and Instruction Records
2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
Praxis II Pass Rate % 42% 50% 25% 14% 25%

Further Education

Graduate Data on Further Education

The following table reports the percent of recent graduates who are continuing their education available from the National Student Data Clearinghouse.

Percentage of graduates each year furthering education
2012-2013 29.27%
2011-2012 46.30%
2010-2011 54.13%
2009-2010 58.23%
2008-2009 62.63%
5-yr avg 48.84%

Student Satisfaction Inventory

The SSI, developed by Noel-Levitz, contained 98 items. Eighty-eight of these items are arranged into 12 components/subscales to assess the perception of Academic Advising, Instructional Effectiveness, Concern for the Individual, Campus Support Services, Recruitment and Financial Aid, Campus Climate, Registration Effectiveness, Student Centeredness, Safety and Security, Service Excellence, Campus Life, and Responsiveness to Diverse Populations. Ten campus specific questions were added to address student ratings of the First Year Experience (FYE) and ACES programs. Those questions are included in an appendix to this report.

Graduate Exit Survey Results

Seventy-three percent of graduating seniors participated in the Senior Exit Survey in April 2014. This survey contained 54 items which requested ratings using a 4-point Likert scale with 4 points assigned to the highest rating and 1 to the lowest rating. The faculty contribution scale included survey items that asked respondent to rate their educational experience. The mean was 3.3. The mean value corresponding to the students’ evaluation of their academic and personal gains resulting from their Bennett education was 3.5.

  • Source: Bennett College Office of Institutional Effectiveness

Consumer Information

Useful data on Bennett College is available from College Navigator and The Education Trust’s College Results Online

Affirmation of Inclusion

Bennett College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination. We value our different backgrounds at Bennett College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect.

Equal Opportunity in Education and Employment

Bennett College prohibits discrimination on the basis of race, color, religion, creed, sex, age, marital status, national origin, mental or physical disability, political belief or affiliation, veteran status, sexual orientation, genetic information, and any other class of individuals protected from discrimination under state or federal law in any aspect of the access to, admission, or treatment of students in its programs and activities, or in employment and application for employment. Futhermore, the College policy includes prohibition of harassment of students and employees (ie. racial harassment, sexual harassment, and retaliation for filing complaints of discrimination).

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990, Bennett College will make reasonable adjustments in its policies and practices to ensure equal opportunity and access for qualified students, employees, and members of the public to applicable programs, services, activities and facilities.

Inquiries regarding the College’s compliance with state and federal non-discrimination laws or filing a complaint should be directed to:

Kameka McMillian, MS
Director of Disability Services and Title IX Coordinator
900 E. Washington St.
Box 43
Greensboro, NC 27401
kmcmillian@bennett.edu
(P) 336.517.1501

Family Education Rights & Privacy Act (FERPA); Disclosure of Student Information

Public Law 93-380, the Family Educational Rights and Privacy Act of 1974 (“FERPA”), establishes that the education records of students attending or having attended the college are confidential and can be released only with written permission from the student. FERPA also authorizes the college to release so-called “directory information” without that prior written permission.

The primary rights of students under FERPA are:

  • to inspect and review their education records;
  • to request correction or amendment of their education records;
  • to have some control over disclosure of information from their education records.

Ethnicity

From the Bennett College Fact Book, 2012-2013, page 14:

Enrollment by Ethnicity Fall 2007 - Fall 2012
All Students Fall 2012 Fall 2011 Fall 2010 Fall 2009 Fall 2008 Fall 2007
Black or African American 662 668 729 740 675 642
American Indian/Alaska Native 2 2 3 0 1 1
Asian 0 2 0 1 1 0
Hispanic of Any Race 16 19 15 4 4 7
White 2 2 1 2 0 0
Nonresident Alien 2 2 4 5 3 7
US other 0 0 0 6 5 6
Two or More Race 12 20 26 0 0 0
Race/Ethnicity Unknown 11 1 2 8 0 15
Total 707 736 780 766 689 678

 

Entrollment by Ethnicity Fall 2007 - Fall 2012
First-time Freshwomen Fall 2012 Fall 2011 Fall 2010 Fall 2009 Fall 2008 Fall 2007
Black or African American 202 150 191 220 193 216
American Indian/Alaska Native 0 0 0 0 0 0
Asian 0 2 1 0 0 0
Hispanic of Any Race 4 4 8 1 1 2
White 0 0 0 2 0 0
Nonresident Alien 2 0 1 0 0 1
US other 0 0 0 1 1 4
Two or More Race 1 2 7 0 0 0
Race/Ethnicity Unknown 6 0 0 8 0 0
Total 215 158 208 232 195 223

Rankings

Bennett College was ranked as the 25th best Historically Black College or University by the U.S. News & World Report in its 2015 annual rankings.