Student Success at Coastal Bend College (CBC) encompasses services and programs that are essential to the intellectual, cultural, social and moral development of students. Student Success encourages students to realize their potential as individuals and as prepared, enlightened, responsible members of an increasingly complex and diverse global society. As a partner in our students' educational process at a rural and Hispanic serving community college, Student Success is vital to the institution's mission to serve as a center for learning, workforce skill development, scholarship, and creative endeavors.
Coastal Bend College in accordance with
SACSCOC policy statement on institutional obligations for public
disclosure: "Accredited SACSCOC institutions are
obligated to provide to its students, constituents, and the public information
about itself that is complete, accurate, timely, accessible, clear and
sufficient...[including] statements of its goals for student achievement and
the success of students in achieving those goals. Information on student
success may include reliable information in retention, graduation, course
completion, licensure examinations, and job placement rates and other measures
of student success appropriate to institutional mission."
One of Coastal Bend College’s primary key
measures of success pertains to first-time, full-time,
credential-seeking, undergraduates who have earned a degree or certificate. The chart above tracks this group of students
for five consecutive fiscal years (2014-2018) and illustrates progress towards the
college’s 2020 goals.
The chart above depicts
comprehensive graduation rates for first-time, full-time,
credit-seeking, undergraduates throughout 3, 4, and 6 years per the
THECB State Accountability Report, broken down by fiscal year.
Coastal Bend College tracks and reports the number of Associates Degrees, Level 1 Certificates, and Level 2 Certificates awarded per year to the Texas Higher Education Coordinating Board. The chart above showcases the number of graduates awarded throughout three consecutive fiscal years (2015-2018).
The graphs above illustrate persistence
rates for students who did and did not require developmental education for fiscal years 2016-2018.