Student Achievement at ABAC

The GOAL for the retention rate of first-time undergraduate students is to exceed the average of ABAC’s SACSCOC peer institutions (other USG State Colleges).  

ABAC annually monitors the first-year retention rate of first-time, full-time degree-seeking students as a measure of the success of its degree programs. The data below, pulled from IPEDS, are for post-consolidated ABAC.  

Pertinent outcomes data on the first-year retention rates at ABAC and its peer institutions are shown in the table below. For all but the most recent fall cohort in 2024 (for which USG data is available), ABAC’s student achievement outcomes in terms of first-year retention were higher than the average retention rate for its peers, indicating successful goal attainment. For the fall cohort in 2024, ABAC’s retention rate was the same as the Peer Group average. Additionally, ABAC continues to be on the upper end of the retention rate range for USG State Colleges (peer group) and usually exceeds the peer group average for the fall cohorts presented below.  

The goal for the number of bachelor’s degrees conferred is to exceed the University’s previous year’s number. ABAC annually monitors the number of bachelor’s degrees conferred as a measure of success for its degree programs. Associate degrees are also monitored; however, as the College’s bachelor’s programs continue to grow, the number of conferred associate degrees has declined.  

When the disaggregation of the total degrees conferred is examined by degree level, the annual number of bachelor’s degrees awarded dropped only in FY 2021 and FY 2023 by a small amount, whereas the annual drop in associate degrees was precipitous beginning in FY 2022. FY 2022 shows an aggressive rise in bachelor’s degrees conferred and a sharp decline in associate degrees, which has been relatively consistent through FY 2024. These data suggest that ABAC’s  four-year educational mission, which began in 2008, and focus weathered the pandemic rather well and remains strong. The decline in associate degrees conferred is consistent with ABAC’s changed mission; however, continued decline is not expected given the College’s strong ASN-RN program.  

ABAC’s goal or threshold for acceptable performance for its six-year graduation rates is to exceed the average graduation rate of ABAC’s comparison peer institutions (other USG State Colleges). ABAC annually monitors its six-year baccalaureate graduation rate of first-time, full-time degree-seeking students as a measure of the success of its degree programs. The data below are for pre and post-consolidated ABAC.  

The data in the table below shows that ABAC has continually achieved its threshold of acceptability goals with respect to the peer group average. There was a dip in ABAC’s graduation rate between the fall 2016 and the fall 2017 cohorts of 12.7 percentage points; however, the rate was still above the average of the comparison peer institutions. Additionally, ABAC continues to be on the upper end of the graduation rate range for USG State Colleges (peer group) and exceeds the peer group average for the fall cohorts presented below.  

The SACSCOC 2019 Interpretation of CR 8.1 also stipulates that institutions should disaggregate their graduation data by appropriate student demographic categories in order to identify student populations that may be at risk of having low graduation rates. Racial group differences are often studied in the USG when retention and graduation rates are under review, so a disaggregation of ABAC’s six-year graduation rates by racial group is particularly appropriate. Below are the disaggregated graduation rates by key racial student groups. 

Looking closely at the cohorts from fall 2013 through fall 2017, there is a concern in these disaggregated data that Black/African American and Hispanic student populations are more at-risk for lower graduation rates at ABAC than their White peers. The graduation rates for Black/African American and Hispanic student populations have risen sharply from Fall 2015; however, there is room for improvement. 

Although the initiatives described above to improve graduation rates, in general, involve all racial groups equally, additional institutional strategies are underway that look at closing the identified achievement gaps. In 2025, ABAC underwent a deep data review through the National Institution for Student Success to identify four key challenges to scaling student success. Implementation of the NISS Playbook begins in 2026, with several of the recommendations focused on programs and interventions that provide assistance to ABAC’s most vulnerable and disadvantage students. 

Additionally, in September of 2025, ABAC was awarded a 1.3 million dollars TRIO Student Support Services Grant (SSS). ABAC last had the TRIO SSS grant in 2009. The TRIO SSS grant is designed to help first-generation, low-income, or students with disabilities persist and graduate. Monies from the grant will assist at least 140 students who meet the TRIO SSS eligibility and is expected to positively impact graduation rates among our most at-risk students. 

The GOAL for the three-year associate graduate rates is to exceed the average graduation rate of ABAC’s SACSCOC peer institutions (other USG State Colleges).  

ABAC annually monitors its three-year associate graduation rate of first-time, full-time degree-seeking students as a measure of the success of its degree programs. The data below are for pre and post-consolidated ABAC.  

The table below shows that ABAC has consistently achieved its threshold of acceptability goals with respect to the peer group average, except for the fall 2019 cohort, which fell short of the goal by less than one percentage point. This dip in ABAC’s three-year graduation rate, between the fall 2018 and the fall 2019 cohorts of 3.7 percentage points, may have been due to the disruption caused by the COVID pandemic. ABAC’s three-year graduation rate increased by about three percentage points between for the following fall 2020 cohort. Additionally, ABAC continues to be on the upper end of the three-year graduation rate range for USG State Colleges (peer group) and exceeded the peer group average for four of the fall cohorts presented below. ABAC’s strategies listed above under the IPEDS six-year graduation rate have also contributed to its rise in three-year graduation rates. 

The SACSCOC 2019 Interpretation of CR 8.1 also stipulates that institutions should disaggregate their graduation data by appropriate student demographic categories in order to identify student populations that may be at risk of having low graduation rates. Racial group differences are often studied in the USG when retention and graduation rates are under review, so a disaggregation of ABAC’s three-year graduation rates by racial group is particularly appropriate. Below are the disaggregated graduation rates by key racial student groups.  

Looking closely at the cohorts from fall 2016 through fall 2020, there is a concern in these disaggregated data that the Black/African American student population is more at-risk for lower graduation rates at ABAC. The Black/African American student population’s graduation rates is less than half of their White and Hispanic peers. The institutional strategies described above under six-year graduation rates are also relevant for those students seeking associate degrees. 

The GOAL for the NCLEX pass rate is 1) to exceed the national average and 2) to exceed the institutional threshold. 

The NCLEX is administered through the National Council of State Boards of Nursing (NCSBN) with the intention of developing psychometrically sound and legally defensible nurse licensure and certification examinations consistent with current practice. According to the NCSBN, the 2024 Georgia Associate Degree pass rate for the NCLEX was 93.1%. ABAC’s most recent NCLEX-RN pass rate is 97.62%, and the five-year average pass rate is 85.97%.  

The table below shows the ABAC NCLEX-RN Pass Rate for 2024 and the previous four academic years. The minimum threshold for achieving student success is 80%, as determined by the Accreditation Commission for Education in Nursing (ACEN) standards and the Georgia Board of Nursing. 

ABAC has substantially exceeded this criterion’s threshold of acceptable student achievement in three of the five years and was only one percentage point below the 80% threshold, in 2021 and 2022. Although the reasons for the sudden drop in NCLEX passing rates in 2021 and 2022 have not yet been determined, the negative impact of the COVID pandemic is suspected to be a key contributing factor. 

In 2022, to help further improve the NCLEX pass rate for ABAC’s nursing students going forward, the School of Nursing has implemented testing reviews and hired a program specialist to assist students in preparing for the licensure exam. The results of these changes can be seen in 2023 and again in 2024.  

For the ASN-RN job placement rate, the goal is to strive for 90% job placement in the field of nursing within 12 months of graduating, as determined by the School of Nursing and ACEN]. Job placement data is gathered through a survey of graduates issued by the School of Nursing. The table below shows the ASN-RN job placement rate for 2023 and the previous three academic years. 

The survey response rate was above 30%, which is typical, and the job placement rate was 98% to 100% for the past four years, exceeding the threshold for acceptable student achievement.  

The GOAL for the GACE pass rate is 1) to exceed the licensure pass rate requirement and 2) to exceed the minimal institutional threshold.  

GACE is Georgia’s state-approved educator certification assessment program. These computer-delivered assessments have been developed by the Georgia Professional Standards Commission (GaPSC) and Educational Testing Service (ETS). The purpose of the GACE assessments in each academic discipline area is to help the GaPSC ensure that candidates have the knowledge and skills needed to perform the job of an educator in Georgia’s public schools. 

The B.S. in Agricultural Education is currently ABAC’s only educator preparation program. To become certified teachers, candidates must pass the GACE AgEd Content Assessment at the professional level. The threshold of acceptable performance goal for the GACE pass rate is to exceed the licensure pass rate requirement. The state’s minimum passing score for the AgEd Content Assessment is 250. According to the Georgia Professional Standards Commission, the average Georgia statewide pass rate for the AgEd GACE was 95%. The average for ABAC was 100%. The table below shows the GACE Ag Ed pass rate for 2024 and the previous four years. ABAC student achievement on this exam exceeds the threshold of the acceptable academic performance goal. 

Another measure of achievement for students in the B.S. Agricultural Education program is the job/graduate school placement rate. The goal for the graduates is to have a signed teaching contract, be employed in the industry, or enter graduate school within three months of graduation. Information is collected through a survey administered by faculty advisors through the Department of Agriculture Communication and Education. The table below shows the placement rates for the academic years ending in 2020 – 2024. These data outcomes confirm that this institutional threshold for acceptable student achievement has been met. 

The National Association of Colleges and Employers (NACE) is a nonprofit professional organization that connects college career services professionals and employers to support the recruitment and employment of college graduates. NACE data and frameworks are useful for benchmarking and program development, such as the First Destination Survey that collects data on how new college graduates fare in their careers within six months of graduation. 

ABAC’s Career Outcomes Initiative is tied to the College’s Strategic Goals and aims to provide insight into the employment and continuing education status of ABAC graduates. According to the U.S. Bureau of Labor Statistics, approximately 70% of recent graduates were employed by graduation or shortly after graduation. The threshold of acceptability for career-related student outcomes is to exceed the national average of students with positive career outcomes (i.e., job at graduation, continuing education, and military service). The table below shows the percentage of students with positive career outcomes from the NACE First Destination Survey. 

The response rate for 2023 was slightly lower than 30% in the first year the survey was given; however, a drastic increase in response rate was seen for 2024. The positive career outcomes rate was 75% for 2023 and 2024, exceeding the threshold for acceptable student achievement.