{"id":2649,"date":"2025-08-04T15:35:14","date_gmt":"2025-08-04T15:35:14","guid":{"rendered":"https:\/\/www.tarleton.edu\/ida\/?page_id=2649"},"modified":"2025-12-09T22:43:28","modified_gmt":"2025-12-09T22:43:28","slug":"student-achievement","status":"publish","type":"page","link":"https:\/\/www.tarleton.edu\/ida\/student-achievement\/","title":{"rendered":"Student Achievement"},"content":{"rendered":"\n
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Tarleton State University identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution\u2019s mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success as described below.<\/p>\n<\/div>\n\n\n\n

\n

Additional Student Achievement Resources<\/h2>\n\n\n\n

60x30TX<\/a><\/p>\n\n\n\n

Texan Analytics<\/a><\/p>\n\n\n\n

Peer Benchmarks<\/a><\/p>\n\n\n\n

TAMUS EmpowerU<\/a><\/p>\n\n\n\n

THECB Accountability System<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/div>\n\n\n\n

Key Student Completion Indicator<\/h2>\n\n\n\n

Tarleton State University uses the National Student Clearinghouse 6-yr graduation rate as the Key Student Completion Indicator (KSCI). This measure was chosen to include both first-time freshman who graduate at the university and those who transfer out and graduate.<\/p>\n\n\n\n

Fall Cohort<\/td>2012<\/td>2013
(target)<\/td>		2014
(target)<\/td>		2015
(target)<\/td>		2016
(target)<\/td>		2017
(target)<\/td>		2018
(target)<\/td><\/tr>
Total<\/td>59.77%<\/a><\/td>62.60%<\/a>
(60%)<\/td>		60.43%<\/a>
(63%)<\/td>		63.86%<\/a>
(63%)<\/td>		60.96%<\/a>
(64%)<\/td>		65.01%<\/a>
(64%)<\/td>
(66%)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: National Student Clearinghouse<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

Underrepresented Completions<\/h2>\n\n\n\n

Tarleton uses the 60x30TX completion measure for underrepresented populations to track certificate, associate, bachelor’s, and master’s completions. Percentages are of the total completions. Students can be in multiple populations.<\/p>\n\n\n\n

Year<\/td>2015<\/td>2016<\/td>2017<\/td>2018<\/td>2019
(target)<\/td>		2020
(target)<\/td><\/tr>
Total<\/td>2,577<\/td>2,880<\/td>3,023<\/td>3,112<\/td> 3201<\/td> <\/td><\/tr>
African
American<\/td>		6.9%<\/td>7.3%<\/td>7.1%<\/td>8.3%<\/td>9%
(10%)<\/td>
(10%)<\/td><\/tr>
Hispanic<\/td>12.6%<\/td>14.7%<\/td>16.9%<\/td>17.8%<\/td>17.7%
(19%)<\/td>
(19%)<\/td><\/tr>
Economically
Disadvantaged<\/td>		45.7%<\/td>46.9%<\/td>47.5%<\/td>46.7%<\/td>45.5%
(48%)<\/td>
(47%)<\/td><\/tr>
Male<\/td>37.6%<\/td>38.1%<\/td>38.2%<\/td>38.2%<\/td>37.6%
(39%)<\/td>
(39%)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: 60x30TX<\/sub><\/p>\n\n\n\n

Additionally, Tarleton uses the self-reported first generation percent of baccalaureate graduates whose parents did not graduate from college.<\/p>\n\n\n\n

Year<\/td>2015<\/td>2016<\/td>2017<\/td>2018<\/td>2019
(target)<\/td>		2020
(target)<\/td>		2021
(target)<\/td><\/tr>
First
Generation<\/td>		40.8%<\/td> 39.4%<\/td>41.2%<\/td> 41.0%<\/td>42.8%
(42%)<\/td>		43.09%
(44%)<\/td>
(44%)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: Legislative Budget Board – Note: This percent does not include unreported.<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

Graduate Completions<\/h2>\n\n\n\n

Tarleton uses the 60x30TX completion of graduate students to track progress towards the state’s completion goal.<\/p>\n\n\n\n

Academic Year<\/td>2016<\/td>2017<\/td>2018<\/td>2019<\/td>2020
(target)<\/td><\/tr>
Graduate
Students<\/td>		463<\/td>473<\/td>501<\/td>632<\/td>
(650)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: 60x30TX<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

FTIC Retention Rates<\/h2>\n\n\n\n

Tarleton uses a number of measures for retention. The first-year and second-year rates are listed below.<\/p>\n\n\n\n

Fall Cohort<\/td>2014<\/td>2015<\/td>2016<\/td>2017
(target)<\/td>		2018
(target)<\/td>		2019
(target)<\/td>		2020
(target)<\/td><\/tr>
First-year
Retention<\/td>		66.2%<\/td>70.6%<\/td>67.1%<\/td>69.2%<\/td>65.3%
(70%)<\/td>		70%
(67%)<\/td>
(71%)<\/td><\/tr>
Second-year
Retention<\/td>		56.9%<\/td>57.9%<\/td>54.4%<\/td>57.9%
(56%)<\/td>		56.5%
(59%)<\/td>		 
(58%)<\/td>		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: Institutional Analytics, Effectiveness, and Accreditation Retention Matrix<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

Transfer Rates<\/h2>\n\n\n\n

Tarleton measures transfer student success through persistence and 4-year & 6-year graduation rates.<\/p>\n\n\n\n

Transfer Cohort<\/td>2012<\/td>2013
(target)<\/td>		2014
(target)<\/td>		2015
(target)<\/td>		2016
(target)<\/td>		2017<\/td>2018
(target)<\/td>		2019
(target)<\/td>		2020
(target)<\/td><\/tr>
First-Year Persistence<\/td>74.3%<\/td>77.9%<\/td>75.9%<\/td>75.1%<\/td>76.0%<\/td>76.5%<\/td>78%
(77%)<\/td>		81.7%
(79%)<\/td>
(83%)<\/td><\/tr>
Fourth-Year Graduation<\/td>64.3%<\/td>68.2%<\/td>65.4%<\/td>66%
(68%)<\/td>		65.2%
(68%)<\/td>
(68%) <\/td>		 <\/td> <\/td> <\/td><\/tr>
Sixth-year Graduation<\/td>68.1%<\/td>73.4%
(70%)<\/td>		71.2%
(75%)<\/td>
(73%)<\/td>		 <\/td> <\/td> <\/td> <\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: TAMUS EmpowerU<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

Course Completion Rates<\/h2>\n\n\n\n

The course completion measure illustrates the rate at which courses are dropped.<\/p>\n\n\n\n

Fall Semester<\/td>2015<\/td>2016<\/td>2017<\/td>2018
(target)<\/td>		2019
(target)<\/td>		2020
(target)<\/td><\/tr>
Course
Completion<\/td>		96.5%<\/td>96.2%<\/td>96.2%<\/td>96.1%
(97%)<\/td>		97%
(97%)<\/td>
(98%)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: THECB Accountability Report<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

Certification & Licensure Rates<\/h2>\n\n\n\n

Teacher education and nursing passing rates are listed below. These are two of Tarleton’s largest licensure and certification programs.<\/p>\n\n\n\n

Academic Year<\/td>2015<\/td>2016<\/td>2017<\/td>2018<\/td>2019<\/td>2020
(target)<\/td>		2021
(target)<\/td><\/tr>
Teacher
Education<\/td>		95%<\/td>94%<\/td>92%<\/td>93%<\/td>95%<\/td>96%
(100%)<\/td>
(100%)<\/td><\/tr>
Nursing<\/td>91%<\/td>80%<\/td>77%<\/td>85%<\/td>84%<\/td>89%
(100%)<\/td>
(100%)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: Legislative Budget Board, Texas Board of Nursing<\/sub><\/p>\n\n\n\n

<\/div>\n\n\n\n

Job Placement Rates<\/h2>\n\n\n\n

Students found working or enrolled in Texas within one year after earning a degree or certificate. Note that this measure was revised to match the 60x30TX state strategic plan.<\/p>\n\n\n\n

Year<\/td>2014<\/td>2015<\/td>2016<\/td>2017<\/td>2018
(target)<\/td>		2019
(target)<\/td>		2020
(target)<\/td><\/tr>
Total<\/td>85.3%<\/td>83.7%<\/td>84.6%<\/td>85.3%<\/td>84.6%
(87%)<\/td>		84.6%
(86%)<\/td>
(86%)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source: THECB Accountability Report<\/sub><\/p>\n","protected":false},"excerpt":{"rendered":"

Tarleton State University identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution\u2019s mission, the nature of the students it serves, and the kinds of programs …<\/p>\n","protected":false},"author":1,"featured_media":580,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":{"_acf_changed":false,"inline_featured_image":false,"advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","footnotes":""},"class_list":["post-2649","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":[],"coauthors":[],"author_meta":{"author_link":"https:\/\/www.tarleton.edu\/ida\/author\/brian-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-3\/","display_name":"brian"},"relative_dates":{"created":"Posted 8 months ago","modified":"Updated 4 months ago"},"absolute_dates":{"created":"Posted on August 4, 2025","modified":"Updated on December 9, 2025"},"absolute_dates_time":{"created":"Posted on August 4, 2025 3:35 pm","modified":"Updated on December 9, 2025 10:43 pm"},"featured_img_caption":"","featured_img":false,"series_order":"","_links":{"self":[{"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/pages\/2649","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/comments?post=2649"}],"version-history":[{"count":2,"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/pages\/2649\/revisions"}],"predecessor-version":[{"id":2686,"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/pages\/2649\/revisions\/2686"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/"}],"wp:attachment":[{"href":"https:\/\/www.tarleton.edu\/ida\/wp-json\/wp\/v2\/media?parent=2649"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}