Nicholls State University evaluates student achievement in many ways as illustrated in the University's response to Core Requirement 2.5 [1] and Comprehensive Standard 3.3.1 [2] (Institutional Effectiveness). Student achievement is evaluated with respect to

•	student retention and progression,
•	educational outcomes in courses and curricula, and
•	expectations of accreditation agencies and academic program review standards.

As appropriate, consideration of course completion rates, passing rates on state licensure examinations, and job placement rates are part of these evaluations.

Course Completion Rates

Course completion rates and the courses that put students at greatest risk for non-progression are evaluated and addressed in a variety of ways. The Office of Assessment and Institutional Research sends basic statistics regarding course completion rates to each dean for all courses offered by his/her college [3]. Faculty members also include the number of non-completers in their courses on their annual teaching evaluation forms (Common Forms).

These reports may be used by administrators to review student progression in courses. For example, in 2003, course completion rates in remedial mathematics and MATH 101 were discussed by Academic Council to help determine whether or not to continue offering a pilot math course for students with an ACT score below 20, as reflected in Item 4 in the minutes from that meeting [4]. At the departmental level, department heads may ascertain potential issues such as grade inflation or deflation and consult with faculty on ways to enhance teaching performance and student achievement.

Student Performance on State Licensure Examinations

Numerous professional majors at Nicholls are required to take licensure examinations for entry into their profession. Student performance on such exams is a primary indicator of successful student outcomes. Licensure exams that are often required are the National Council Licensure Examination for Registered Nurses given by the Louisiana State Board of Nursing, PRAXIS exams for prospective teachers, CPA licensure exams for accounting majors, and various exams for professions in the Allied Health programs. Documentation for Nicholls' students' passing rates in various curricula exists for the following degree programs: Nursing [5], Computer Science [6], Teacher Education [7], Advanced Respiratory Therapy [8], Athletic Training Science [9], Cardiopulmonary Care Science [10], and EMS Paramedics [11].

Passing rates on such exams are generally high for students graduating from Nicholls' programs, and several University publications such as Bayou Currents and Voila share this information with the University community and with the public. Nicholls' homepage [12] offers quick and easy access to the latest news with its "News at Nicholls" feature, which links to news releases distributed through the Office of University Relations [13]. The following links provide access to news releases regarding students' passing rates on state and national exams in accounting [13A  B], in nursing [13C], and in education [13D].

Passing rates are also highlighted at the University of Louisiana System level, particularly for PRAXIS, as there is a statewide focus on teacher education and the improvement of PK-12 education. The University of Louisiana System's Stats and Trends 2003 report on academic programs [14] and State-of-the-System Annual Report [15] present system information on passing rates and provide institutional comparisons for judging performance and student achievement success.

Job Placement Rates

Data from alumni surveys conducted by the Office of Assessment and Institutional Research are supplied to academic departments [16]. Statistics are reviewed at the departmental and college levels. Alumni are asked to indicate their current status with regard to further graduate or professional education and their current employment status. Further questions provide details on the fields in which alumni are employed, on their current salaries, and on their satisfaction level with preparation received from Nicholls for their current jobs. Response data are broken down by department and by degree program. The most recent Alumni Survey report indicates that 97.1 percent of graduates responding to the survey are employed full- (93.2 percent) or part-time (3.9 percent). Only 14 percent of these were employed in a field other than that in which they were educated. Ninety-four percent of the respondents believed that their education enhanced their quality of life, and 78 percent believed that the preparation received from Nicholls for employment in their current occupation was good or excellent. Thirteen percent were currently pursuing further education.

At the conclusion of each semester, the Office of Career Services surveys the graduating class. Prior to each graduation ceremony, students are asked to complete a questionnaire regarding their use of the Office of Career Services, their future career plans, and the status of their job search [17]. If they have already secured employment, they are asked to provide the name and address of their new employer, as well as the salary at which they were hired. The results of the survey are tallied and distributed to the Office of Institutional Advancement and the various college deans [18].

Career Services uses this survey when consulting with students regarding salaries and companies that may be hiring in their chosen field. Career Services also uses the data to locate new employers not already included in their recruiting database.

Individual departments often conduct alumni surveys to determine their graduates' current status with regard to further graduate or professional education and their current employment status. Job placement statistics are also part of the five-year program review [19]. The review also calls for information regarding continued degree work over the previous five years.

Evaluation of job placement data allows individual departments to further assess contributions to the mission of the University, as well as adequacy of curriculum, and make adjustments as deemed necessary.