Public Disclosure Statement
The specific requirement is stated as follows: Institutional Obligations for Public Disclosure.
The institution publishes statements of its goals for student achievement and the success of students in achieving those goals. In compliance with this SACSCOC policy, Bennett College provides information about student achievement and success. The College uses several measures to evaluate student achievement and success in accordance with its mission and strategic plan. Specific institutional measures for student achievement include: student enrollment, retention, course completion and graduation rates; licensing exam success rates. Information presented will be regularly updated. Benchmarks are under review for revision.
Bennett College Mission Statement
Bennett College prepares women of color through a transformative liberal arts education to lead with purpose, integrity, and a strong sense of self-worth. Bennett provides educational access to students while promoting inquiry, civic engagement, social justice, lifelong learning, and equity for all.
2017-22 Strategic Plan goals related to student achievement:
Goal 1: Strengthen the quality and rigor of the educational experience to promote student success.
Goal 4: Promote and expand strategic partnerships to create a premier learning experience.
Source: Strategic Plan 2017-2022
Bennett College confers the degrees of Bachelor of Arts, Bachelor of Science, Bachelor of Arts and Science in Interdisciplinary Studies, Bachelor of Social Work, and the Bachelor of Fine Arts. These degrees represent the satisfactory completion of at least 120 credit hours, an overall average of at least C, and a grade of at least C in each course that the student has taken to satisfy the requirements for graduation in her major field. The College currently offers 15 major programs. Bennett College participates in a dual degree engineering program with North Carolina Agricultural and Technical State University (NC A&T), which allows Bennett College students to earn a second degree in engineering from NC A&T State University.
Click here to view the Academic Catalog.
Enrollment, Progression, Retention and Graduation Rates
Metrics used to monitor students’ success are: ongoing enrollment as expressed by retention rates from first to second year, course completion rates, six year graduation rates, pass rates for appropriate professional licensure. These measures are assessed regularly and the most current findings are published below. In monitoring these indices, Bennett College strives to conform to and exceed national standards (based on the most recent data available from the National Center for Education Statistics where applicable). Please browse through this site to find summaries of current data and historical trends. Should you require a report that is not listed, please complete a Data Request Form.
The fall cohort for a given year consists of the first-time full-time bachelor’s degree students. The retention rate is calculated by determining the number of students returning in the following fall.
Fall Enrollment of New Students (Source: IPEDS; Preliminary data has not yet been reported to IPEDS)
|Fall 2018 (preliminary)||Fall 2017||Fall 2016||Fall 2015||Fall 2014|
Fall Enrollment History (Source: IPEDS and Bennett College Factbook)
|Fall 2018 (preliminary)||Fall 2017||Fall 2016||Fall 2015||Fall 2014|
Retention rates, for first-time full-time students. (Source: IPEDS)
Retention Rate: A measure of the rate at which students persist in their educational program, expressed as a percentage. This is the percentage of first-time, full-time degree seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.
The retention rate is calculated by determining the number of students returning in the following fall.
|Fall Cohort Entering Year||Following Fall||Retention Rate|
Course Progression Rates
College-Wide Course Completion Rates (Source: Jenzabar Student Information System)
Course completion rates are calculated from the ratio of the sum of course hours earned to the sum of course hours attempted by students.
Graduation Rate: A measure of the percentage of first-time, full-time degree, degree-seeking students in an IPEDS Graduation Rate Survey (GRS) cohort who graduate within 150% of the normal program completion time.
Graduation rates (Last five years)
|Entering Cohort||Six-year Graduation Rate|
Degrees granted by program and academic year (Source: IPEDS; Preliminary data has not yet been reported to IPEDS)
|Interdisciplinary Studies/Special Studies||6||12||12||8||22|
|Journalism and Media Studies||11||6||8||8||11|
|Theatre Arts/Visual and Performing Arts||1||1||0||4||1|
Social Work Competency Assessment (CSWE)
All Council on Social Work Education programs measure and report student learning outcomes. Bennett College social work majors are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. A measurement benchmark is set by the social work program for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency. The link to this information is here.
The Department of Curriculum and Instruction offers majors in Elementary Education and Special Education. The Curriculum and Instruction program is committed to the preparation of teachers as facilitators of learning through the development and understanding of learning theory and teaching practices that address the interrelatedness of the cognitive, emotional, social, psychomotor, and affective domains. The Teacher Education Program’s organizing theme of “Preparing Teachers as Facilitators of Learning in the Contemporary Global Community” unites all education programs.
- Elementary Education (K–6)
- Special Education (K–12)
In the past three (3) academic years, starting with 2015-2016, no students have applied for a license from the State of North Carolina.
Graduate Data on Further Education
The following table reports the number of recent graduates who are continuing their education. This data is available from the National Student Data Clearinghouse. The numbers include alumnae and no names are duplicated.
|Year of Graduation from Undergraduate School||Total Number of Graduates in the Undergraduate Class||Students admitted to and in Attendance at a Graduate or Professional School in a Degree Program in Disciplines in which Black are Underrepresented.|
Senior Exit Survey Results
Sixty-three graduating seniors who participated in the 2017-18 Senior Exit Survey provided answers to the following survey item: To what extent do you think your college education contributed to your knowledge, skills, and personal development in each of the following areas? The students were asked to respond with a rating that was converted to the numerical response noted in parentheses following the four survey answer options.
The table below contains student ratings about Bennett College’s contribution on their development in the following academic skill areas and on overall personal growth:
|Very much (4)||Somewhat (3)||Very Little (2)||Not at all (1)||Respondents||Average|
|Comprehension skills (written information)||50||27||3||0||80||3.6|
|Using mathematics skills||42||29||9||0||80||3.4|
|Applying scientific methods of inquiry||43||31||5||1||80||3.5|
|Enhancing analytic skills||44||29||6||1||80||3.5|
|Enhancing critical thinking skills||49||26||3||2||80||3.5|
|Developing computer skills||45||28||6||1||80||3.5|
Source: Bennett College Office of Institutional Effectiveness