Title III SIP Grant
TITLE III SIP GRANT
In September 2021, Alamance Community College was awarded a Title III Strengthening Institutions Program (SIP) grant to fund the PACE Success Coaching Program. This grant provides funding for a lead success coach, one success coach for each academic division as well as additional funding for things such as professional development and training for faculty and staff.
If you have questions about Alamance Community College’s Title III SIP grant, please contact the Project Director, Ms. Rose Webster at Rose.Webster@alamancecc.edu. If you have questions about the PACE Success Coaching program, please contact the Lead Success Coach, Ms. Angela Davis at Angela.Davis@alamancecc.edu.
Goals of the PACE Program
The PACE program at Alamance Community College has three main goals:
- Increase the retention rates of ACC students, specifically focusing on first-year students and at-risk students.
- Improve institutional systems to support student success.
- Improve college fiscal stability through increased retention.
The establishment of the PACE Success Coaching program at ACC will directly improve institutional systems to support student success through providing all ACC students with access to success coaching as well as providing faculty and staff with resources and professional development training around best practice strategies to support at-risk students. These improved institutional systems are expected to lead to increased retention rates of ACC students and therefore improve the college’s fiscal stability over time.
Objective 1.1a - By September 30, 2026, increase fall-to-fall retention of first-time, full-time students to 70%. (Baseline = 62% fall 2018 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 63% | 67% | Fall to fall retention rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, full-time students enrolled in one fall semester with students who have completed their credential or are still enrolled by the following fall semester. |
| 2023 | 65% | 69% | |
| 2024 | 67% | ||
| 2025 | 69% | ||
| 2026 | 70% | ||
Objective 1.1b - By September 30, 2026, increase fall-to-fall retention of first-time Black students to 56%. (Baseline = 46%, fall 2018 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 48% | 44% | Fall to fall retention rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, Black students enrolled in one fall semester with students who have completed their credential or are still enrolled by the following fall semester. |
| 2023 | 50% | 40% | |
| 2024 | 52% | ||
| 2025 | 54% | ||
| 2026 | 56% | ||
Objective 1.1c - By September 30, 2026, increase fall-to-fall retention of first-time Hispanic students to 70%. (Baseline = 63%, fall 2018 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 64% | 66% | Fall to fall retention rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, Hispanic students enrolled in one fall semester with students who have completed their credential or are still enrolled by the following fall semester. |
| 2023 | 65% | 69% | |
| 2024 | 66% | ||
| 2025 | 68% | ||
| 2026 | 70% | ||
Objective 1.2a - By September 30, 2026, increase three-year graduation rates of first-time, full-time degree-seeking students to 32%. (Baseline = 29%, 2016 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | NA | NA | Three-year graduation rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, full-time students enrolled in a cohort and calculates the percentage of those students who complete their credential within three years. |
| 2023 | NA | NA | |
| 2024 | 30% | ||
| 2025 | 31% | ||
| 2026 | 32% | ||
Objective 1.2b - By September 30, 2026, increase three-year graduation rates of first-time, full-time students who receive Pell grants to 32%. (Baseline = 27%, 2016 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | NA | NA | Three-year graduation rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, full-time students who receive Pell Grants enrolled in a cohort and calculates the percentage of those students who complete their credential within three years. |
| 2023 | NA | NA | |
| 2024 | 29% | ||
| 2025 | 31% | ||
| 2026 | 32% | ||
Objective 1.2c - By September 30, 2026, increase three-year graduation rates of first-time, full-time Black students to 21%. (Baseline = 16%, 2016 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | NA | NA | Three-year graduation rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, full-time Black students enrolled in a cohort and calculates the percentage of those students who complete their credential within three years. |
| 2023 | NA | NA | |
| 2024 | 18% | ||
| 2025 | 20% | ||
| 2026 | 21% | ||
Objective 1.2d - By September 30, 2026, increase three-year graduation rates of first-time, full-time Hispanic students to 30%. (Baseline = 25%, 2016 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | NA | NA | Three-year graduation rates are measured by an internal report through the College's Institutional Effectiveness office. This report compares the list first-time, full-time Hispanic students enrolled in a cohort and calculates the percentage of those students who complete their credential within three years. |
| 2023 | NA | NA | |
| 2024 | 27% | ||
| 2025 | 29% | ||
| 2026 | 30% | ||
Objective 1.3a - By September 30, 2026, increase the percentage of low-income students passing college-level ENG courses within 3 years to 74%. (Baseline =68% fall 2017 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | NA | NA | ENG course success rates are measured by an internal report through the College's Institutional Effectiveness office. This report examines the list of low-income students enrolled in a cohort and calculates the percentage of those students who pass college-level ENG courses within three years. |
| 2023 | NA | NA | |
| 2024 | 70% | ||
| 2025 | 72% | ||
| 2026 | 74% | ||
Objective 1.3b - By September 30, 2026, increase the percentage of low-income students passing college-level MAT courses within 3 years to 50%. (Baseline = 43% fall 2017 cohort)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | NA | NA | MAT course success rates are measured by an internal report through the College's Institutional Effectiveness office. This report examines the list of low-income students enrolled in a cohort and calculates the percentage of those students who pass college-level MAT courses within three years. |
| 2023 | NA | NA | |
| 2024 | 45% | ||
| 2025 | 48% | ||
| 2026 | 50% | ||
Objective 1.3c - By September 30, 2026, increase the success rates of Black students in college-level ENG courses to 70%. (Baseline = 65% 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 66% | 58% | ENG course success rates are measured by an internal report through the College's Institutional Effectiveness office. This report examines the list of Black students enrolled in college-level ENG courses during the academic year and calculates the percentage of those students who pass the college-level ENG course. |
| 2023 | 67% | 60% | |
| 2024 | 68% | ||
| 2025 | 69% | ||
| 2026 | 70% | ||
Objective 1.3d - By September 30, 2026, increase the success rates of Black students in college-level MAT courses to 54%. (Baseline = 44% 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 46% | 42% | MAT course success rates are measured by an internal report through the College's Institutional Effectiveness office. This report examines the list of Black students enrolled in college-level MAT courses during the academic year and calculates the percentage of those students who pass the college-level MAT course. |
| 2023 | 48% | 46% | |
| 2024 | 50% | ||
| 2025 | 52% | ||
| 2026 | 54% | ||
By September 30, 2026, increase the percentage of full-time faculty utilizing manual alerts in the early alert Aviso software to 65%. (Baseline = 18%, 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 25% | 48% | Using a Watermark report of staff-initiated alerts, we compare the number of full-time faculty who submitted a staff-initiated alert during the grant year with the total number of full-time faculty to calculate the percentage. |
| 2023 | 35% | 60% | |
| 2024 | 45% | ||
| 2025 | 55% | ||
| 2026 | 65% | ||
By September 30, 2026, increase the percentage of students meeting with an advisor prior to the end of the fall semester to 65%. (Baseline = 48% fall 2019)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 52% | 58% | Using a report on the "Must See Advisor" restriction on student accounts, we compare the number of students who meet with with their advisor before the end of the semester with the total number of students to calculate the percentage. |
| 2023 | 55% | 66% | |
| 2024 | 59% | ||
| 2025 | 62% | ||
| 2026 | 65% | ||
By September 30, 2026, increase the percentage of faculty and staff who participate in targeted professional development training related to improving outcomes for at-risk students (minority, low-income, etc.) to 90%. (Baseline = 0%, 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 25% | 62% | Through tracking attendance at specific professional development trainings, we compare the number of faculty and staff who participated in a targeted professional development training during the grant year with the the total number of faculty and staff to calculate a percentage. |
| 2023 | 50% | 87% | |
| 2024 | 70% | ||
| 2025 | 80% | ||
| 2026 | 90% | ||
By September 30, 2026, increase the percentage of students assigned to a dedicated, full-time, PACE success coach to 100%. (Baseline = 0% 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 50% | 68% | Using a Watermark report of coach assignments, we compare the number of students assigned to a PACE Success Coach with the total number of students for that grant year to calculate the percentage. |
| 2023 | 100% | 100% | |
| 2024 | 100% | ||
| 2025 | 100% | ||
| 2026 | 100% | ||
By September 30, 2026, increase the percentage of alerts for at-risk students responded to by a PACE success coach to 90%. (Baseline = 0% 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 10% | 11% | Using a Watermark report of alerts, we compare the number of alerts closed by a PACE Success Coach with the total number of alerts during that grant year to calculate the percentage. |
| 2023 | 30% | 37% | |
| 2024 | 50% | ||
| 2025 | 70% | ||
| 2026 | 90% | ||
By September 30, 2026, increase the percentage of at-risk students actively engaged with PACE success coaches to 50%. (Baseline = 0% 2019-20 academic year)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 10% | 9% | Using a Watermark report of notes on student engagements, we compare the number of students who engaged with a PACE success coach with the total number of at-risk students during that grant year to calculate the percentage. |
| 2023 | 20% | 16% | |
| 2024 | 30% | ||
| 2025 | 40% | ||
| 2026 | 50% | ||
By September 30, 2026, increase FTE (full-time equivalent enrollment) by 10% to 3,649 to produce an additional $1.3 million. (Baseline = 3,318 academic year 2018-19)
| Annual Targets | Actual Results | How do we measure it? | |
| 2022 | 3,384, increase 2% | 3,244, decrease 2.2% | FTE is reported on the NCCCS "Actual and Budget FTE" Dashboard. |
| 2023 | 3,451, increase 4% | 3,313, decrease 0.15% | |
| 2024 | 3.517, increase 6% | ||
| 2025 | 3,583, increase 8% | ||
| 2026 | 3,649, increase 10% | ||
Note: Although increasing FTE is not a direct priority of the PACE Success Coaching program, it is expected that the college's FTE will increase over time as a result of increased student retention.